Ap Seminar Syllabus and Pacing Guide For 2019-2020

AP Seminar: Course Syllabus and Pacing Calendar
Course Overview
AP Seminar is a foundational course that engages students in cross-curricular conversations that

explore the complexities of academic and real-world topics and issues by analyzing divergent
perspectives. It is the first of two courses in the AP Capstone program. In AP Seminar, students learn to
investigate a problem or issue, analyze arguments, compare different perspectives, synthesize
information from multiple sources, and work alone and in a group to communicate their ideas.
Course Content
Based on the Understanding by Design (Wiggins and McTighe) model, this curriculum
framework is intended to provide a clear and detailed description of the course requirements necessary
for student success. This conceptualization will guide the development and organization of learning
outcomes from general to specific, resulting in focused statements about content knowledge and skills
needed for success in the course. As always, you have the flexibility to organize the course content as
you like.
The AP Seminar curriculum is made up of five big ideas.
Big Idea 1: Question and Explore
Big Idea 2: Understand and Analyze
Big Idea 3: Evaluate Multiple Perspectives
Big Idea 4: Synthesize Ideas
Big Idea 5: Team, Transform, and Transmit
Course Skills
The AP Seminar framework included in the course and exam description outlines distinct skills,
called transferable skills and proficiencies, that students should practice throughout the year.
Skill Proficiencies
Analyze Sources and Evidence Understand and Analyze Argument
Identifying the main idea in arguments, analyzing
the reasoning, and evaluating the validity of the
conclusions
Evaluate Sources and Evidence
Evaluating the credibility and relevance of
sources and the evidence they present
Construct an Evidence-Based Argument Establish Argument

Developing a well-reasoned argument clearly
connecting the thesis, claims, and evidence
Select and Use Evidence

Strategically choosing evidence to effectively
support claims
Understand Context and Perspective Understand and Analyze Context

Understanding the complexity of a problem or
issue and connecting arguments to the broader
context in which they are situated
Understand and Analyze Perspective

Comparing and interpreting multiple diverse
perspectives on an issue to understand its
complexity
Communicate (interpersonal and intrapersonal) Engage Audience
Choosing and employing effective written and
oral communication techniques, considering
audience, context, and purpose
Apply Conventions
Choosing and consistently applying an
appropriate citation style and effective
conventions of writing
Collaborate
Working constructively with others to accomplish
a team goal or task
Reflect
Articulating challenges, successes, and moments
of insight that occur throughout the inquiry
process
The AP Capstone
Students typically take AP Seminar in the 11th grade, followed by AP Research. Students who
earn scores of 3 or higher in AP Seminar and AP Research and on four additional AP Exams of their
choosing will receive the AP Capstone Diploma. This signifies their outstanding academic achievement
and attainment of college-level academic and research skills. Alternatively, students who earn scores of
3 or higher in AP Seminar and AP Research will receive the AP Seminar and Research Certificate
signifying their attainment of college-level academic and research skills.
AP Seminar Assessment Overview
Students are assessed with two through-course performance assessment tasks and one end -of -
course exam. All three assessments are summative and will be used to calculate a final AP Score using
the 1-5 scale) for AP Seminar.
Assessment 1: Team project and Presentation = 20%
Completion Date: February 28, 2019
Submission Date: April 30, 2019
Students work in teams to identify, investigate, analyze, and evaluate an academic or real-world
problem, question or issue. Each team designs and/or considers options, alternatives, and approaches;
develops a written report and multimedia presentation to communicate its conclusion, solution, or
recommendation; and provides a defense to questions posed by the teacher. The Performance Task #1
will be evaluated on:
Individual Research Report (IRR)
Team Multimedia Presentation and Defense
Assessment 2: Individual Research-Based Essay and Presentation = 35%
Completion Date April 13, 2019
Submission Date: April 30, 2019 (No Exceptions)
The College Board’s AP Program will annually release cross-curricular source material (texts)
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; and present and defend their conclusions. The final paper must refer to and incorporate at
least one of the provided sources. The assessment will be based on the:
Individual Written Argument (IWA)
Individual Multimedia Presentation (IMP)
Oral Defense
Assessment 3: End of Course Exam (2 hours) = 45%
Test Date: In May of 2019 with the other AP Tests
The exam consists of four items (three short-answer answer and one essay questions). The three
short-answer questions assess analysis of an argument in a single source or document. The first essay
question requires the students to perform a close reading of two documents and perform a comparative
analysis and evaluation of the author’s arguments. The second essay question assesses students’ skills in
synthesizing and creating an evidence-based argument. The Assessment will be based on:
Component A = 30% of 45%
Component B = 70% of 45%

AP Seminar Formal Assessments
Assessment Components Scoring Weight
Task I: Team Project IRR (1,200 Words) College Board 50% of 20%
and Presentation
TMP (6 – 8 Mins) Teacher 50% of 20%
Task II: Individual IWA (2,000 Words College Board 70% of 35%
Research Report
IMP (8 – 10 Mins) Teacher 20% of 35%
Oral Defense Teacher 10% of 35%
Task III: AP Exam Part A College Board 30% of 45%
Part B College Board 70% of 45%

Capstone Pedagogical Framework
General Classroom Expectations
In AP Seminar, students must:
 Listen, follow directions promptly, and be productive in the classroom

 Raise hands before speaking, and neither interrupt the teacher nor their peers
 Respect their classmates and their peers
 Complete tasks in a prompt and punctual matter
 Apply themselves and strive for excellence
Course Policies
1. Participation is mandatory. You have a duty to your fellow students to be here to discuss,
critique, and improve their ideas.
2. Reading is mandatory. This course is intended to be a remedial writing and research course and
the reading load is intensive. The readings inform the course content and enable us to have
meaningful and informed discussions on the course material. Read every assignment.
3. Discussion and critical analysis are key elements of the AP Seminar course. The discussion only
works, though, when we are willing and able to share our beliefs and arguments –even when
they’re unpopular. So, the most important rule: respect others. In practice, this means two
things:
o Listen respectfully to the arguments of others.
o If someone in class is making it difficult for you to speak –whether it’s a fellow student
or myself– come and talk with me, and we’ll do something about it.
4. You have an obligation to learn about what counts as plagiarism and avoid it. Most plagiarism
isn’t deliberate, but the result of misunderstanding what counts as acceptable academic
practice. See the attached departmental policies.
5. Please make every effort to arrive in class on time. Please do not leave the class before the
period is over. Please wait for the class to end before you pack your bag to leave. I will make
every effort to end when the period ends. If you must arrive late or leave early for any special
circumstances, please let me know beforehand.
6. You are required to turn your cell phones and other electronic devices off during the class
period. Cell phones will not be in use unless otherwise specified by the teacher.
7. The use of a laptop in class is also discouraged, except in the case where it accommodates a
disability. If you use a laptop and you are found to be engaging in an activity unrelated to the
class, you will be asked to either hand the laptop to the instructor for the duration of the class
or you will be asked to leave the class immediately. However, if you wish to use a laptop in class,
please sit towards the front of the class.
Plagiarism
Students who plagiarize (use another's written work and/or ideas without crediting the source)
any part of an assignment will automatically receive a "0" on that assignment and will be referred to
administration for disciplinary purposes. This is non-negotiable. Students who plagiarize on an element
of the AP Seminar exam itself will have their scores immediately cancelled.
The AP Seminar course is designed to be reading and writing intensive. Any instances of
plagiarism discovered in student writing will result in immediate referral to the Law Magnet
administration. The Law Magnet follows a two-strike policy when it comes to plagiarism. The first
instance of plagiarism in a student’s record results in punishment assigned by a teacher; the second will
see the student expelled from the campus.
AP Capstone Policy on Plagiarism and Falsification or Fabrication of Information
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 clear, and the ideas of others must be acknowledged,
attributed, and/or cited.
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 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 Assessment Task. In AP® Seminar, a team of students that
fails to properly acknowledge sources or authors on the Written Team Report will receive a group score
of 0 for that component of the Team Project and Presentation.
A student who incorporates falsified or fabricated information (e.g., evidence, data, sources,
and/or authors) will receive a score of 0 on that component of the AP Seminar and/or AP Research
Performance Assessment Task. In AP Seminar, a team of students that incorporates falsified or
fabricated information in the Written Team Report will receive a group score of 0 for that component of
the Team Project and Presentation.
Grading Policy
AP Seminar follows the Dallas Independent School District grading policy, although it differs
from them somewhat in including a participation/attendance grade, which contributes to a student's
overall Homework average.
 Classwork/Homework/Participation: 50 percent
 Tests: 20 percent
 Projects/Products: 20 percent
 Six-Week Exam Grades: 10 percent
Participation
Attendance will be taken at the beginning of every class and factors into a student’s
participation score. It is an expectation that students are present and ready to participate meaningfully
during every class session, at the time when the bell rings. Students are expected to participate in class,
through demonstrations of content mastery, compliance with teacher instructions, and through class
engagement. Students who engage in disruptive behavior in class (e.g., involving cell phones or laptops,
or inappropriate comments) will lose participation points.
Policy Specifics
1. Students are considered “tardy” if they arrive to class after the bell.
2. Students are considered “absent” if they arrive to class 15 minutes after the start of
class.
3. Tardy students will automatically earn a maximum score of “70” for their daily
participation grade.
4. Absent students will automatically earn a maximum score of “50” for their daily
participation grade.
Forms of Negative Participation
The following behaviors will have an immediate negative impact on your daily participation
grade. Students will automatically earn a maximum score of “70” for their daily participation
grade if they engage in any of the following:
1. Disruptive talking
2. Not raising hands
3. Leaving the classroom without permission
4. Inefficient or unproductive classwork
5. Unsanctioned Phone, earbud, or laptop use
6. Sleeping in class
Forms of Positive Participation
The following behaviors will have an immediate positive impact on your daily participation
grade. Students will be on their way to a maximum score of “100” for their daily participation grade
if they engage in any of the following:
1. Productive classroom talking or discussion

2. Productive, focused in-class work
3. Punctuality
4. Being alert and respectful in class
Late Assignments
Assignments are expected to be completed by their designated due dates, whether they are
assigned for homework or classwork. Assignments submitted after the due date will be accepted for a
penalty. Assignments that are between 1 and 5 calendar days late will automatically earn a maximum
score of “70.” Assignments that are between 6 and 10 calendar days late will automatically earn a
maximum score of “50.” Assignments will not be accepted 10 days after they were assigned.
Extra Credit
No extra credit will be provided in this course at any point.
Required Teacher Resources
• One three-ring notebook with dividers or outlines and documents

• One college-ruled spiral notebook
• Blue or black ink pens
• Number 2 pencils
• Post-its
• Highlighters
Religious Observance
Religiously observant students wishing to be absent on holidays that require missing class
should notify their teacher inwriting at the beginning of the semester and should discuss with their
teacher, in advance, acceptable ways of making up any missed work.
Extracurricular Activities
Students who must miss class due to participation in an officially sanctioned, scheduled
extracurricular activity may make up class assignments, but it is the responsibility of the student to plan
with the instructor prior to any missed scheduled examination or other missed assignment for making
up the work.
Laptop Policy
Students can use laptops in class only for the purpose of taking notes. Other types of laptop use
(e.g., Facebook) can be distracting to other students in the course. If I catch you looking at websites on
your computer during class, I will deduct participation points. This is non-negotiable.
Cell Phone Use
Cell phone use is explicitly prohibited in the classroom. You will automatically lose participation
points if you use your cell phone in class. If you use your cell phone during an exam, I will assume that
you are cheating, and your grade will suffer accordingly. This is non-negotiable.
A Note of Cell Phones
There is a considerable body of research suggesting that the presence of one’s own smartphone
may occupy limited-capacity cognitive resources, thereby leaving fewer resources available for other
tasks and undercutting cognitive performance. Results from two experiments conducted in 2017 at the
University of Texas at Austin indicate that even when people are successful at maintaining sustained
attention—as when avoiding the temptation to check their phones—the mere presence of these devices
reduces their cognitive functioning. Phones, in a word, make us dumber.
The full text of the study that found this can be found here. This article from the Harvard
Business Review further substantiates these findings.
It is not because I am fickle or capricious that I insist you put your phones away in my classroom.
It is because they make you less able to do the things you need to do.
Instructor Contact Information
• Ross Smeltzer
• Email: rsmeltzer@dallasisd.org
• Office hours: Tuesdays 4:30-5:00 in Room 205. Also, by appointment if necessary. I will not
permit you to be in my room at other times.
• Contact hours: You may email me between the hours of 8:00 AM and 6:00 PM. I will try to
respond to emails within 24 hours of receiving them.
Course Theme and Pacing Guide
AP Seminar teachers are giving the option of structuring their courses around a broad and
inclusive “theme.” For the 2019-2020 academic year, I have selected the theme of “post-truth society.”
Oxford Dictionaries selected “post-truth” as 2016's international word of that year, defining the concept
as “relating to or denoting circumstances in which objective facts are less influential in shaping public
opinion than appeals to emotion and personal belief.” The “post-” prefix in the term doesn't mean
“after;” it implies an atmosphere in which notions of fact, data, and reality are irrelevant. These terms,
which were once absolutes, have become contested.
Increasingly, we live in a society where truth and consensus reality are passé, where we have a
right to all beliefs, no matter how senseless they might seem. This epistemological and cultural shift
demands investigation. It has enormous ramifications for our society and for the future.
This theme was also suggested to me by the findings of 2017 annual Chapman University Survey
of American Fears. This survey provides an in-depth examination into the concerns of average
Americans, tracking changes and trends over the years. More specifically, the survey discovered the
following about the prevalence of paranormal beliefs in the United States:
The subsequent 2018 version of the survey found that these beliefs are on the rise in the
American population. Most Americans now believe Atlantis existed, far more than subscribe to
Darwinian evolutionary theory. If you would like to see the whole litany of American craziness, you can
check it out here:
On a more serious note, the theme for this year’s AP Seminar course gets to the heart of the
purpose of this course itself: to create a more informed, reality-based, critical, and reasonable society.
The causes for the decline in the primacy of truth in our society are many and will be thoroughly
investigated in this course. The consequences, too, will be the subject of readings and discussion.
The theme of “post-truth” society will guide the readings, TED Talks, and other instructional
materials I select for the 2019-2020 AP Seminar class. The coursework will not, however, be limited to
subjects related to this theme.
Course Readings
Readings can be found primarily in The Craft of Research, Third Edition, by Wayne, Colomb, and
Williams. Additional readings will be taken from other sources, as indicated, and are hyperlinked into
this syllabus. Course readings will be provided to students using Google Classroom. All students enrolled
in AP Seminar are expected to have access to Google Classroom.
Required Texts
The required text for the Judge Barefoot Sanders Law Magnet AP Seminar course is the
following:
1. The Craft of Research, Third Edition, by Wayne C. Booth, Gregory G. Colomb, and Joseph M.
Williams.
This text will be posted on Google Classroom, as indicated above. It can also be obtained by following
this link:
Scheduling Notes
1. First day for students is August 20, 2019

2. Part A practice exams will be given every three weeks
3. Part B practice exams will be given every six weeks
4. The number of weeks in my pacing calendar does not match the number in the Dallas
Independent School District Calendar. This is because I count breaks as part of the school year
and expect you to use them to enhance your skills and further your projects.
Course Core Elements
PROJECT PHASE STARTING ENDING PROJECT PHASE STARTING ENDING
PT 1 IRR 9/28/19 10/29/19 TASK 2: IWA 02/12/20 04/01/20

(PRACTICE/ABRIDGED)
TASK 2: IMP 04/03/20 04/30/20
PT1 TMP (PRACTICE) 10/31/19 11/15/19
EXAM PREP 05/01/20 05/10/20
TASK I: IRR 11/26/2019 01/17/20
TASK I: TMP 01/18/20 02/06/20

Course Pacing Guide
For the purposes of this guide the following abbreviations have been used:
• IRR = Individual Research Report

• TMP = Team Multimedia Presentation
• IWA = Individual Written Argument
• IMP = Individual Multimedia Presentation
• CR = The Craft of Research, Third Edition
• CW = Classwork
• HW = Homework
Unit Week Dates Topic Class Readings and Assignments
Skill 1 8/20 – Course CW

Building 8/21 Introduction /
Exam Overview/ Elizabeth Holmes TED Talk =
and Theme https://www.youtube.com/watch?v=sBN7esso4
Discussion wY
Jenny McCarthy and Vaccinations =
https://www.youtube.com/watch?v=qGW4a96G
qGc&disable_polymer=true
HW
Read pages 108 – 129 of CR
1 8/22 – What Defines an CW

8/23 Argument?
Discussion of summer reading
Use reading to springboard into:
o Argument
o Theme
Hook = TED Ed: How false news can spread -
Noah Tavlin
Class sets up Google Drive – folders for the
following:
1. Course Materials
2. IRRs
3. TMPs
4. IWA
5. IMP
6. Study Guides
Course Vocabulary / AP Seminar Glossary
Assigned / Discussion of key terms
Argument analysis of Julia Galef TED Talk =
https://www.youtube.com/watch?v=w4RLfVxTG
H4
HW
130 – 151 of CR
1-2 8/24 – What is Credible CW

8/27 Evidence?
Hook: Alex Edmans TED Talk =
https://www.youtube.com/watch?v=rpJx5VLQM
xk
Discussion of Credibility and distinguishing good

evidence from bad
Introduction to RAVEN
Acknowledging Credibility in Writing
Conclude with “ADVANCED WRITING: Evaluating
Sources”
HW
RAVEN and Argument Analysis of “Welcome to

the Age of Denial”
2 8/28 – Part A Exam CW

8/29 Overview
Introduction to Part A
Group Part A of “The Real Horror of the Anti-
Vaxxers”
RAVEN Analysis of same article
HW
Study for course vocabulary exam
2 8/30 – Course Vocabulary CW

8/31 Exam
Exam administered
Review of Part A
Art as Argument using George Tooker’s “The
Subway”
Ending: How can you change someone's mind?
(hint: facts aren't always enough) - Hugo Mercier
HW
Review Part A Rubric and score student sample
3 9/4 – Research Question CW

9/5 Design
Hook: “Anti-Vaxxers In Texas Would Rather Have
Liberty Than Safety”
Discussion of good research questions
Use video to help illustrate question creations
Introduction to FINER
Team development of research question
HW
Study for Part A exam
3 9/6 – Practice Part A CW

9/7
Exam administered (AP Seminar Past Part A)
Peer review
Group discussion
HW
4 9/10 – How to do Basic CW
9/11 Research
Review of Research Question lesson
How to use EBSCO
Journals vs. Journalism
Students design question and find five academic
sources using EBSCO
HW
4 9/12 – MLA Citation Style CW

9/13
Review reading
Review EBSCO credibility and relevance / RAVEN
Intro to MLA
MLA practice
HW
Review Part B Rubric and score student sample
4-5 9/14 – Part B Exam CW

9/17 Overview
Discuss scoring
Introduction to Part B
Discussion of three terms:
o Lenses of Inquiry
o Disciplines of Research
o Perspectives
Group analysis of a Part B (AP Seminar Past Part B
HW
N/A
5 9/18 – Engaging Sources CW
9/19
Refresher on:
o Lenses of Inquiry
o Perspectives
Speed reading
How to use the Research Matrix
Students speed read journal article
HW
Students practice speed reading method with

Kurt Anderson’s “How America Went Haywire”
(due 9/24 – 9/25)
5 9/20 – Argumentative CW
9/21 Writing
How to write a thesis sentence and paragraph
How to structure a supporting paragraph
How to structure a conclusion
HW
Students practice speed reading method with

Kurt Anderson’s “How America Went Haywire”
(due 9/24 – 9/25)
6 9/24 – Synthesizing Skills CW

9/25
Hook = “Why people think they see ghosts”
Intro to the idea of Okkam’s Razor
Group Discussion of Andersen’s argument in
“How America Went Haywire”
Students generate research questions and find
sources inspired by the reading – each group uses
a different lens
Conclude with “Confirmation Bias In 5 minutes”
HW
Students CAN prepare an outline for the Practice

Part B exam
6 9/26 – Practice Part B with CW

9/27 Peer Review and
Argument Students complete Part B exam
Discussion
HW
N/A
Practice 7 9/28 – Begin Practice IRR CW

IRR 10/1
Review IRR Outline
Refresher on:
o Lenses of Inquiry
o Perspectives
Teams Select Topic, Question, Lenses
HW
N/A
7 10/2 – Research Day 1 CW

10/3
Set up team Google Drive
Set up Individual Google Drive
Organize Drive by lenses/perspectives
Skill Development = MLA citation refresher
Assign Annotated Bib (8 sources)
HW
Annotated Bibliography due 10/10 – 10/11

10/5
In-class research
Skill Development = MLA paper formatting
HW

10/9
In-class research
Skill Development = Writing a thesis
Refresher on MLA paper formatting
HW
8 10/10 Research Day 4 CW

–
10/11 Peer edit Annotated Bibliographies
Overview of Literature Review Writing Matrix
Skill Development = Lit review vs argument
HW
Review “How to avoid death By PowerPoint”
8-9 10/12 Writing Day 1 CW

–
10/15 Discussion of presentation design practices
Intro PPT Template and rules
Skill Development = Writing a conclusion
Individual writing
HW
Study for Part A

Practice IRR due 10/29 – 10/30
9 10/16 Practice Part A with CW
– Peer Review and
10/17 Argument Exam administered (AP Seminar Past Part A)
Discussion Peer review
Group discussion
Individual Writing
HW
Review IRR Rubric and score student sample

10 - 11 10/18 Public Speaking CW
– Best Practices
10/22 Hook: “The Science of Stage Fright”
Discuss public speaking practices
Teams deliver Research Questions, applying
practices
IRR Rubric Review
HW
Review TMP Rubric and grade two TMP

presentations
11 10/23 In-class Writing CW

–
10/24 Hook: Discuss “How the NRA Hijacks Gun Control
Debates” noting Research Question, lenses, and
argument
Discuss TMP rubric
Skill Development = Body paragraph writing
Individual Writing
HW

11 10/25 In-class Writing CW
–
10/26 Skill Development = Writing a responsible
counter-argument
Individual Writing
HW

Students are given peer-review form to self-edit
12 10/29 Peer Review and CW

– Editing of IRR
10/30 Peer grading of IRR essays
Use editing checklist to complete final edits
HW
Students CAN prepare an outline for the Practice

Part B exam
Practice 12 10/31 Practice Part B with CW

TMP – 11/1 Peer Review and
Argument Students complete Part B exam
Discussion
HW
Students read one another’s IRR papers,

summarizing main ideas, reasons, and evidence
TMPs delivered 11/12 – 11/15
12 – 11/2 – Presentation CW
13 11/5 Development
Refresher on TMP Rubric
Discussion of presentation outline
Discussion of presentation model
Students design TMP
HW
13 11/6 – Presentation CW
11/7 Development
Hook: How to make stress your friend | Kelly
McGonigal
Students design TMP
HW
13 11/8 – Presentation CW
11/9 Development
Students design TMP
HW
14 11/12 TMP Delivery CW

–
11/13 Students deliver TMPs
Peer grading
HW
Peer Evaluation Form

Thanksgiving HW assigned: Review IWA Task,
Rubric, and grade 2 samples
14 11/14 TMP Delivery CW

–
11/15 Students deliver TMPs
Peer grading
HW
Peer Evaluation Form
14 11/16 Study Hall CW
Students work on Thanksgiving HW
HW

11/19 – 11/23 = Thanksgiving Break

Task I: 16 11/26 Official IRR – RQ CW
IRR – Development
11/27 Evaluation of Practice IRRs and TMPs
Students review IRR outline, create team
contracts, then pick a topic and develop a team
research question
HW
N/A but Research Matrix due 12/12 – 12/13
16 11/28 Official IRR – RQ CW

– Development
11/29 Team elevator speeches
Review of skills
Individual research
HW
Grading a sample IRR essay
16 - 17 11/30 Official IRR – RQ CW

– 12/3 Development
Team elevator speeches
Review of skills
Individual research
HW
N/A
17 12/4 – IRR Research CW

12/5
Review of skills
Individual research
HW
Grading a sample IRR essay
17 12/6 – IRR Research CW

12/7
Review of skills
Individual research
HW
Research Matrix due 12/12 and 12/13
18 12/10 IRR Research CW

–
12/11 Team elevator speeches
Review of skills
Individual research
HW
Research Matrix due 12/12 and 12/13
18 12/12 IRR Team Outlining CW

–
12/13 Review of IRR Rubric
Review of skills
Individual research
HW
Winter break project assigned – IRR Outline and

IWA Critical Reading Packet
18 - 19 12/14 Part B Exam Prep CW

–
12/17 Part B Rubric Review
Skill Refreshers = Thesis writing / argument
structure / writing a counter / writing a
conclusion
Team Part B grading
HW

19 12/18 Practice Part B with CW

– Peer Review and
12/19 Argument Students complete Part B exam in class
Discussion
HW

12/20 - 1/7 = Winter Break

22 1/8 – Practice Part A CW
1/9
Peer review
Group discussion
HW
Individual writing / IRR due on 1/16 and 1/17
22 1/10 – IRR Writing CW

1/11
Review of IRR Rubric
Review of IRR Outline
Individual writing
HW

1/15
Individual writing
HW

1/17
Individual writing
HW
Task 1: 23 - 24 1/18 – IRR Writing and CW

TMP 1/22 TMP Outlining
Peer grading of IRRs
Individual Editing
TMP Outlining begun
HW
24 1/23 – TMP Creation CW

1/24
Groups share IRRs
Groups develop TMP outline
Presentation development
Skill development = The hook of a presentation
HW
IWA Critical Analysis Assignment 1
24 - 25 1/25 – TMP Creation CW

1/28
Groups share IRRs
HW
25 1/29 – TMP Creation CW

1/30
Groups share IRRs
HW
25 1/31 – Finalizing TMPs CW

2/1
Review TMP instructions
Review PPT practices
Review Presentation practices
HW
Finalize TMP
26 2/4 – TMP Delivery CW

2/5
TMPs delivered
Students peer grade and ask questions
HW
Students grade a sample IWA
26 2/6 – TMP Delivery CW

2/7
TMPs delivered
Students peer grade and ask questions
HW
Students grade a sample IWA
26 - 27 2/8 – Part 1 Completion CW

2/11
Students submit IRRs
Students review argument in TED talk “How to
Disagree Productively and Find Common Ground”
Discussion of IWA rubric and grade
HW
Students develop research question based on

IWA source materials
Task 2: 27 2/12 – IWA Source and CW

IWA 2/13 Theme Discussion
Hook video related to theme of IWA source
packet – not yet released
Seminar discussing source themes from IWA
source packet
HW
Students refine research question based on IWA

source materials and seminar
27 - 28 2/14 – IWA Research CW

2/19
Review of Research Matrix
Review of IWA Rubric
Individual research
HW
Research for IWA due by Spring Break
28 2/20 – IWA Research CW

2/21
Individual research
HW
28 - 29 2/22 – IWA Research CW

2/25
Individual research
HW

29 2/26 – Practice Part A with CW
2/27 Peer Review and
Argument Exam administered (AP Seminar Past Part A)
Discussion Peer review
Group discussion
Individual Writing
HW
Review IRR Rubric and score student sample

3/1
Individual research
HW

Spring Break Project assigned = outline for IWA
essay and IMP (and MLA bibliography)

3/5
Individual research
HW

Spring Break Project assigned = outline for IWA
essay and IMP (and MLA bibliography)
30 3/6 - IWA Research CW

3/7
Individual research
HW
Research for IWA due by Spring Break Spring

Break Project assigned = outline for IWA essay
and IMP (and MLA bibliography)
30 3/8 IWA Research CW

Individual research
HW
Research for IWA due by Spring Break Spring

Break Project assigned = outline for IWA essay
and IMP (and MLA bibliography)
3/11 – 3/15 = Spring Break

32 3/18 – IWA Writing CW
3/19
Review of IWA Outline
Individual writing
Skill refresher as needed
HW
Draft of IWA due 4/1 and 4/2

3/21
Individual writing
HW
32 - 33 3/22 – IWA Writing CW

3/25
Individual writing
HW

3/27
Individual writing
HW

3/29
Individual writing
HW

4/2
IWA Peer Review
IWA Individual Editing
HW
Final IWA due on 4/15 and 4/16

Students review IMP rubric and grade an IMP
Task 2: 34 4/3 – IMP Creation CW

IMP 4/4
Review of IMP Rubric
IMP Best practices
Individual presentation creation
HW
IMPs delivered between 4/22 and 4/30
34 - 35 4/5 – IMP Creation CW

4/8
IMP Best practices
HW
35 4/9 – IMP Creation CW

4/10
IMP Best practices
HW

4/12
IMP Best practices
HW

4/16
IWA essay submissions
HW

4/18
IMP Best practices
HW
36 – 4/19 – IMP Delivery CW

37 4/22
IMPs delivered
Peer grading
HW
Part A argument analysis assignment practice

37 4/23 – IMP Delivery CW
4/24
IMPs delivered
Peer grading
HW
N/A

4/26
IMPs delivered
Peer grading
HW
Part A argument analysis assignment practice

4/30
IMPs delivered
Peer grading
HW
N/A
Exam 38 5/1 – Part A Practice CW

Prep 5/2
Peer review
Group discussion
HW
N/A
38 - 39 5/3 – Part A Practice CW

5/6
Peer review
Group discussion
HW
N/A
39 5/7 – Part B Practice CW

5/8
Exam administered (AP Seminar Past Part B)
Peer review
Group discussion
HW
N/A
39 5/9 – Part B Practice CW

5/10
Exam administered (AP Seminar Past Part B)
Peer review
Group discussion
HW
N/A
College 40 5/13 – College CW

Prep 5/14 Preparation
Seminar Students conduct in-depth research on 5 – 10
colleges for final Seminar project
Students select to continue into AP Research in
2020-2021
HW
N/A
40 5/15 – College CW
5/16 Preparation
2020-2021
HW
N/A
40 – 5/17 – College CW
41 5/20 Preparation
2020-2021
HW
N/A
5/22 Preparation
2020-2021
HW
N/A
5/24 Preparation
2020-2021
HW
N/A
Final 5/27 – College CW

5/29 Preparation
Seminar Argument analysis of “Don't Believe Everything
You Think”
HW
N/A

Ap Seminar Syllabus and Pacing Guide For 2019-2020

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Ap Seminar Syllabus and Pacing Guide For 2019-2020

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AP Seminar: Course Syllabus and Pacing Calendar

AP Seminar is a foundational course that engages students in cross-curricular conversations that

The AP Seminar curriculum is made up of five big ideas.

Big Idea 1: Question and Explore

Big Idea 2: Understand and Analyze

Big Idea 3: Evaluate Multiple Perspectives

Big Idea 4: Synthesize Ideas

Big Idea 5: Team, Transform, and Transmit

Construct an Evidence-Based Argument Establish Argument

Select and Use Evidence

Understand Context and Perspective Understand and Analyze Context

Understand and Analyze Perspective

AP Seminar Assessment Overview

Assessment 1: Team project and Presentation = 20%

Completion Date: February 28, 2019

Submission Date: April 30, 2019

Individual Research Report (IRR)

Team Multimedia Presentation and Defense

Assessment 2: Individual Research-Based Essay and Presentation = 35%

Completion Date April 13, 2019

Submission Date: April 30, 2019 (No Exceptions)

Individual Written Argument (IWA)

Individual Multimedia Presentation (IMP)

Assessment 3: End of Course Exam (2 hours) = 45%

Test Date: In May of 2019 with the other AP Tests

Component A = 30% of 45%

Component B = 70% of 45%

Assessment Components Scoring Weight

Oral Defense Teacher 10% of 35%

Task III: AP Exam Part A College Board 30% of 45%

Part B College Board 70% of 45%

In AP Seminar, students must:

 Listen, follow directions promptly, and be productive in the classroom

o Listen respectfully to the arguments of others.

AP Capstone Policy on Plagiarism and Falsification or Fabrication of Information

Forms of Negative Participation

Forms of Positive Participation

1. Productive classroom talking or discussion

No extra credit will be provided in this course at any point.

Required Teacher Resources

• One three-ring notebook with dividers or outlines and documents

Cell Phone Use

A Note of Cell Phones

1. First day for students is August 20, 2019

Course Core Elements

PROJECT PHASE STARTING ENDING PROJECT PHASE STARTING ENDING

PT 1 IRR 9/28/19 10/29/19 TASK 2: IWA 02/12/20 04/01/20

TASK I: TMP 01/18/20 02/06/20

• IRR = Individual Research Report

Unit Week Dates Topic Class Readings and Assignments

Skill 1 8/20 – Course CW

Read pages 108 – 129 of CR

1 8/22 – What Defines an CW

1-2 8/24 – What is Credible CW

Discussion of Credibility and distinguishing good

RAVEN and Argument Analysis of “Welcome to

2 8/28 – Part A Exam CW

Study for course vocabulary exam

2 8/30 – Course Vocabulary CW

Review Part A Rubric and score student sample

3 9/4 – Research Question CW

Study for Part A exam

3 9/6 – Practice Part A CW