Auburn Riverside High School

AP Seminar 2019-2020 Course Syllabus

Ms. Angela Rigley, NBCT
angelarigley.com
arigleyberg@auburn.wednet.edu

Course Introduction
AP Seminar is an inquiry-based course that engages students in academic conversations that explore real-world
topics and issues from multiple perspectives. In this class, students will consider multiple points of view to
develop their own perspectives on complex issues through inquiry and investigation. This program provides a
framework that allows students to develop, practice, and hone their critical and creative thinking skills as they
make connections between issues and their own lives. Students are empowered to collect and analyze
information with accuracy and precision in order to craft and communicate evidence-based arguments in written
work and multimedia presentations.

Student Learning Outcomes

While helping students to develop and strengthen their critical- and creative-thinking skills, students will learn
to consider multiple points of view to develop their own perspectives on complex issues and topics through
inquiry and investigation. The inquiry process will expose students to a variety of primary and secondary print
and non-print sources such as articles, research studies, and foundation, literary and philosophical texts:
speeches, broadcasts, and personal accounts; as well as artistic works and performances. The wide variety of
academic sources will provide the opportunity to gain a rich appreciation and understanding of issues as students
collaboratively or independently analyze and evaluate the evidence to consider options, alternatives, solutions,
or resolutions of real-world or academic problems.

This course meets all standards set forth by the CollegeBoard, as well as the Common Core standards in
reading informational texts, writing, language, and speaking and listening. An extended syllabus including
standards can be found here.

Learning Targets
Transferable Skill #1: Question and Explore
● Identifying issues and real-world problems that are interesting and relatable to students
● Learning to pose complex questions surrounding those topics and reflect multiple perspectives
● Using prior knowledge to help strengthen knowledge surrounding those topics
● Investigating topic using appropriate technologies
● Managing and organizing information using effective strategies

Transferable Skill #2: Understand and Analyze

● Reading a passage critically to comprehend an author’s argument
● Identifying, explaining and analyzing the logic and line of reasoning of an argument
● Analyzing the credibility of evidence to help determine the validity of an argument
● Determining the implications and consequences of an author’s claim
● Evaluating potential resolutions, conclusions, or solutions to problems or issues
Transferable Skill #3: Evaluating Multiple Perspectives
● Identifying, comparing and interpreting multiple perspectives of an issue
● Evaluating objections, implications and limitations of alternate
arguments

Transferable Skill #4: Synthesize Ideas

● Formulating a complex and well-reasoned essay
● Interpreting and synthesizing qualitative/quantitative data from various
perspectives and sources to support an argument
● Attributing knowledge accurately and ethically (citations)
● Extending an idea, question, process, or product to innovate or create
new understandings
● Offering resolutions, conclusions, and/or solutions based on evidence as
well as considering consequences and implications

Transferable Skill #5: Team, Transform, and Transmit

● Planning, producing, and presenting a cohesive argument considering audience, context, and purpose using
appropriate media
● Adhering to established conventions both in speaking and writing
● Communicating information using effective techniques of design and organization
● Engaging an audience
● Providing individual contributions to overall collaborative efforts
● Learning to manage team conflict while fostering a productive team climate
● Reflecting on revising their own writing, thinking, and contributing to collaborative efforts

Guidelines
1. Food/beverages must be contained. Students have this privilege as long as they clean up after themselves.
2. Cell phones need to be managed privately. If these items are a distraction during class, they will be held
in the main office until the end of the school day. [Headphones may be permitted at times if they do not
become a learning distraction and are only worn at the wearers’ risk.]
3. Students are expected to be responsible and thoughtful digital citizens. Unacceptable use of computers
may result in district-level reporting and loss of technology privileges.
4. This is a clean and sober classroom where students under the influence will be removed. Clothing
depicting or behavior promoting drug/alcohol use is unacceptable.
5. Classroom participation is a must. Students are expected to be an active participant in all class
discussions, Socratic Seminars, and group presentations.
6. Attendance is crucial. Students need to communicate with the teacher if extended absences are necessary.
Regular attendance includes arriving on time.
7. Abide by the group norms set by the class and collaborative groups.
8. It is CRUCIAL that students make every effort to meet class deadlines.
a. Performance Task elements have set deadlines. If a student misses a deadline leading up to the
due date, they will receive a significant point loss for that assignment and forfeit the opportunity
to resubmit for rescoring. 70% of your points are tied to on-time completion.
b. Late assignments can only earn 50% and are not eligible for revisions or rewrites. All late work
must be submitted before the practice performance tasks are due.
c. A student still may turn in a Performance Task late to the class and NOT be penalized by the
College Board - as long as it is uploaded to the College Board Digital Portfolio before April 30th.
9. No extra credit will be offered.
10. It’s important that students show and receive respect in the classroom. Wait until a person is finished
speaking until expressing a thought. Also, slanderous remarks regarding gender, race, religion, culture,
or sexual orientation/identification will not be tolerated. Room 609 is a safe zone for all learners!
Plagiarism policy:
In addition to abiding by the ARHS plagiarism policy as outlined in the student handbook, Students must also
adhere to the AP Capstone Plagiarism Policy:

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 coursework. The student’s individual voice
should be clearly evident, 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 particular 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
Team Multimedia Presentation will receive a group score of 0 for that component of the Team Project and
Presentation.

Grading:
This course will use Riverside’s set scale and category distribution. Grades will not be rounded. Scores
for PT1 and PT2 Presentations will not be shared until College Board releases all scores.

Assessments (80%): Team Presentations, Debates, Socratic

Seminars, In-Class Writes, Self-Reflections, Annotated
Bibliographies, Process Papers, Practice Performance Tasks
(Semester Final), Reading Groups, Practice EOC test (Sem final)

Preparation/Practice (20%): Practice Writing Assignments, 21st

Century Skills: Meeting Deadlines on all prep work (Outlines,
Rough Drafts, Peer Editing, Etc.)

Course Texts:
Graff, Gerald, and Cathy Birkenstein. They Say / I Say: The Moves That Matter in Academic Writing. New York:
W.W. Norton & Co, 2010. Print.
Levitt, Steven D, and Stephen J. Dubner. Think Like a Freak: The Authors of Freakonomics Offer to Retrain
Your Brain., 2014. Print.
Palmquist, M. (2012). The Bedford Researcher (4th ed.). Boston: St. Martin’s.
Cline, Ernest. Ready Player One. New York: Crown Publishers, 2011. Print.

Preparation
Thoroughly and thoughtfully completing all assignments for this course will help students prepare for
the AP Seminar formative assessments (PT1, PT2, EOC). Activities and assignments may include the
following:
 ● In-Class Writes ● Debates
● Processed Papers ● Individual and Group Presentations
● Reading Comprehension Questions ● Team meetings
● Self-Reflections ● Following ALL the steps of the
● Socratic Seminars Researching and Writing Processes

Supplies
● Charged Chromebook (or personal computer)
● Folder or binder for printed readings
● Writing utensils, highlighters, paper
● Post-it notes and/or tags (optional)

Fee
Once it’s known, student will be notified of the AP Seminar fee (typically $55). Any student who submits
any portion of the exam to College Board will be charged the whole fee for the exam, even if the other
parts are not submitted. Performance Tasks 1 and 2 will be submitted to College Board no later than
April 30th. The AP Seminar EOC is May 12th.

AP Seminar Assessments and Scoring

During the AP Seminar course, students complete
the following AP Capstone Performance Based
Assessments: two through course-performance
assessments, and one written exam. All work must
adhere to College Board policies to ensure the
validation of assessment scores. All of the
following are used to calculate a final AP Score
(using the 1-5 scale) for AP Seminar:

Performance Task #1: Team Project and Presentation

Weight: 20% of overall AP Score

Students work collaboratively with a team to identify, investigate, analyze, and evaluate a real-world or
academic issue; consider options, alternatives, solutions, or resolutions; and develop a written report,
multimedia presentation, and defense to communicate a conclusion or recommendation.

Task Overview:
Students work in teams of three to six 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, and develops a written report and multimedia presentation to communicate its conclusion,
solution, or recommendation.
Components and Scoring:
● Individual Research and Reflection (approximately 1,200 words): College Board Scored
● Team Multimedia Presentation (8-10 minutes) and oral defense: Video Recorded, Teacher Scored

Performance Task #2: Individual Research-Based Essay and Presentation

Weight: 35% of overall AP Score

Students work independently to identify a research question based on provided stimulus material;
research the issue; analyze, evaluate, and select evidence to develop an argument; present and defend
a conclusion; and produce a multimedia presentation to be delivered to their peers.

Task Overview:
The College Board’s AP Program will annually release cross-curricular source materials (texts)
representing a range of perspectives focused on a single theme or topic. Students use these texts to
identify a research question of their own; conduct research; analyze, evaluate, and select evidence to
develop an argument; present and defend a conclusion. The final paper must refer to and incorporate
at least one of the provided sources.

Components and Scoring:

● Research-Based Argumentative Essay (approximately 2000 words): College Board Scored
● Individual Multimedia Presentation (6-8 minutes): Video Recorded and Teacher Scored
● Oral Defense of Presentation (two questions from the teacher): Teacher Scored

Written Exam (2 Hours – May 12, 2020)

Weight: 45% of overall AP Score

Task Overview:
During the AP Exam administration window, students take the AP Seminar written exam. The exam
consists of four items: three short answer questions and one essay question.

Components and Scoring:

● Three Short Answer Questions (analysis of argument in a document): College Board Scored
● One Essay Question (Synthesis/development of evidence-based argument): College Board Scored
 Course Theme 2019-20: Change
Unit 1 BRAINPOWER: How does understanding the brain affect institutional change?
Weeks 1-4 EU: 1.1, 2.2, 3.2, 4.3, 4.4, 5.2, 5.3
LO: 2.1A, 2.1B, 2.2A, 2.3B, 4.1A, 5.1C, 5.1E, 5.2A, 5.2B, 5.3B
EK: 1.2A1, 1.2A2, 1.2A3, 2.1A1, 2.1A4, 2.1B2, 2.2B2, 2.2B5, 2.2B6, 4.1A5, 4.1A8, 4.1A9, 4.3A2, 4.3A3, 4.3A4,
4.3A5, 4.4A1, 5.1C1, 5.1C2, 5.1C3, 5.1E1, 5.2A1, 5.2B1, 5.2B3, 5.2B4, 5.3A1, 5.3B1
Guiding Questions
★ What are my views on the brain: its power, research, development?
★ What do I want to know, learn or understand about the brain?
★ How does the context of an issue affect how it is interpreted or presented?
★ What strategies will help me comprehend a text?
★ What is the main idea of an author’s argument? What reasoning is used?
★ What biases might the author have?
★ How could others view brain research differently?
★ What is my strength in a collaborative setting?

For this unit, students will be:

1. Introduced to the “QUEST” process; practice generating questions
2. Introduced to the theme of “brainpower” and discuss the different lenses by which we can start
to define personal understandings
3. Reviewing close reading strategies in examining SOAPS, author’s argument, line of reasoning,
and evidence use. Evaluate how effectively authors connect their claims and supporting
evidence.
4. Introduced to EOC (part A).
5. Practicing for PT1: identify, investigate, analyze, and evaluate an academic or real-world
problem, question, or issue.
6. Reviewing visual analysis with image scans of neurotypical brains and developmentally delayed
brains; as well as works by artist on the ASD spectrum.
7. Introduced to team-work and group cooperation skills. As a group, examine some aspect of
college life, examine that aspect from multiple perspectives, evaluate resources, and prepare a
group presentation recapping their findings. Use “RAVEN” to evaluate articles.
8. Introduced to large group discussion techniques after reading Think Like A Freak and have
Fishbowl Conversation.
9. Introduced to effective multimedia presentations and delivery by presenting own “brain”
(learning style, dominance, challenges) through a photo essay. (Use Kitra Cahana’s Beautiful
Brains images and Kazuyoshi Ehara’s photo essay Lost in Memories as models)
10. Continuing to examine argumentation in a Ted Talk about Fixed Mindset AND NPR’s Podcast
about use of brain research for institutional development. Evaluate credibility of speaker.
11. Writing a comparison essay evaluating the effectiveness of two articles on the same topic.
12. Introduced to reflection writing and self-evaluation process.
Summative and formative assessments include, but are not limited to:
❏ Identification of elements of argument in ❏ Summative assessments
sources ❏ Argumentative Essay
❏ Analyze credibility of authors ❏ Group Debate
❏ Craft argumentative thesis statements ❏ Editorial

Possible Reading/Listening/Viewing Selections:

Jill Mullin’s Drawing Autism, David Wolman’s The Advantages of Autism, Neuroscience news on Autism and
ALS, David Dobbs’ & Kitra Cahana’s Beautiful Brains, Christopher Bergland’s Why Is Dancing So Good for Your
Brain? John Medina’s Brain Rules, Steven Levitt and Stephen Dubner Think Like A Freak, Daniel Amen’s TED
talk The Most Important Lesson, Carol Dweck’s Ted Talk Fixed Mindset, NINDS Brain Basics: Understanding
Sleep, NIH Bilingual Effects in the Brain, J.D. Salinger The Catcher in the Rye, Ken Kesey One Flew Over the
Cokoo’s Nest, Blog Talk Radio’s The Social Networking Effect: Exploring Mental Health and Social Media

Unit 2 HUMOR: How does comedy change across history and cultures?
Weeks 5-9 In addition to EU, LO, EK from Unit 1, Unit 2 will include
EU: 1.2, 1.3, 1.5, 2.1, 3.1, 4.2, 5.1
LO: 1.1A, 1.1B, 2.2B, 2.2C, 3.1A, 4.2A, 4.2B, 4.5A, 5.1B
EK: 1.3A, 1.4A, 1.5A1, 2.1A2, 2.2A2, 2.2A4, 2.2A5, 2.2B1, 2.2B3, 2.3B1, 3.1A1, 3.1A2, 3.2A1, 3.2A2, 4.1A3, 4.1A4, 4.1A7,
4.1A9, 4.2A1, 4.2A2, 4.3A3, 5.1B1, 5.1B2, 5.1B3, 5.1B4, 5.1D1
Guiding Questions
★ What do I think is funny? Why?
★ How is my sense of humor like/unlike others in my culture?
★ What do I want to know, learn or understand about comedy?
★ How does new information affect my sense of what is funny?
★ How does the context of an issue affect how it is interpreted or presented?
★ What strategies will help me comprehend a text?
★ Does my argument acknowledge other culture and perspectives?
★ What logical fallacies weaken my argument?
★ How do I make sure proper credit is given when the ideas of others are used?

For this unit, students will be:

1. Introduced to the idea of critical reading, thinking, and writing my evaluating different non-
fiction texts by reading closely working to understand complex ideas, asking questions of that
text, and evaluating their effectiveness by closely examining the evidence.
2. Introduced to EOC Section 1 (Part B): Compare two arguments evaluating effectiveness, paying
attention to perspectives, implications and limitations.
3. Introduced to the idea of cultural sense of humor as a political, social, and personal value.
Students will be examining the topic through many different lenses and geographic locations.
4. Creating a group project around humor where students are asked to present the ideas of comedy
through many different lenses. Students will identify the issues, perspectives, and lenses by
which to examine humor/comedy.
5. Introduced to debate while using the Room for Debate on the New York Times website.
6. Introduced to and reviewing academic research via library sources and others. Find two
different articles on the same issue within the topic of the purpose of humor. Students will
 evaluate the credibility of those articles and authors by evaluating how the author uses evidence
and viewpoints.
7. Reviewing elements of an effective Socratic Seminar while examining the implications of humor
(offensive, misused) in multiple pieces of nonfiction pieces, paintings, and advertisements.
8. Evaluating the cultural connotations of words that create a humorous or dark tone.
9. Writing a comparison essay evaluating the effectiveness of two articles on the same topic.
10. Introduced to and identifying Logical Fallacies.

Summative and formative assessments include, but are not limited to:
❏ Identification of elements of argument in ❏ Summative assessments
sources ❏ Argumentative Essay
❏ Analyze credibility of authors ❏ Group Debate
❏ Craft argumentative thesis statements ❏ Editorial

Possible Reading/Listening/Viewing Selections:

Rod Martin’s Sense of Humor, Geert Brone’s Cognitive Linguistics and Humor Research, New York Times Room
for Debate, CNN History of Comedy, Rick Bowers Radical Comedy in Early Modern England, Lawrence Mintz
Standup Comedy as Social and Cultural Mediation, Hanae Katayama A Cross-Cultural Analysis of Humor in
Stand-up Comedy in the United States and Japan, Sam Friedman The Cultural Currency of a ‘Good’ Sense of
Humour: British Comedy and New Forms of Distinction

Unit 3 COMMUNITY: How have social connections changed our sense of community?
Weeks 11-14 In addition to EU, LO, EK from Unit 1&2, Unit 3 will include
EU: 1.4, 2.3
LO: 1.2A, 1.3A, 1.5A, 4.3A
EK: 1.1A1, 1.1B1, 1.1B2, 2.2A1, 2.2C1, 4.1A1, 4.1A2, 4.2A4, 4.2B1
Guiding Questions
★ What are my views on personal and electronic social connections?
★ What do I want to know, learn or understand about my community and own social media use?
★ How have human connections morphed over time, between generations, and among cultures?
★ How does the context of an issue affect how it is interpreted or presented?
★ What implications does any new knowledge have on my understanding?
★ What questions still need to be asked?
★ How can I contribute to the larger, global conversation?
★ What strategies will help me comprehend a text?
★ How can I cooperate and collaborate fairly and effectively within a team?

For this unit, students will be:

1. Introduced to Performance Task #2 where they will be asked to read a set of documents
representing a range of different perspectives. They will be developing and synthesizing
evidence to create a cohesive argument.
2. Introduced to some of the major social issues facing our nation in regard to the role social media
plays in our sense of belonging, friend/family dynamic, schools, and government.
3. Introduced to creating research questions, identifying independently or as part of a group lenses
and perspectives by which that issue may by analyzed. (Using The Bedford Researcher)
 4. Independently use the issue of social media addiction as a springboard for developing research
questions, investigating a topic through lenses and perspectives, researching information and
accumulating sources, synthesizing information to analyze the issue, and providing solutions,
resolutions, and implications for that issue.
5. Learning to use academic databases for academic research.
6. Learning to synthesize information to create effective presentations on the issue of social
community.
7. Writing an individual paper on a lens for the issue of community.
8. Learning to create an annotated bibliography.
9. Discussing the College Board policy on Plagiarism.
10. Developing discussion skills through Socratic Seminars and Debates.

Summative and formative assessments include, but are not limited to:
❏ Identification of elements of argument in ❏ Summative assessments
sources ❏ Argumentative Essay
❏ Analyze credibility of authors ❏ Group Debate
❏ Craft argumentative thesis statements ❏ Editorial
❏ Textbook assignments

Possible Reading/Listening/Viewing Selections:

NYT Jane Brody’s Smartphone Addiction Affecting Physical and Mental Health, David Myers’ The Funds,
Friends, and Faith of Happy People, Jimmy Rohampton’s Millennials, Here’s How Social Media Impacts Your
Relationships, Science Direct’s Relationship Between Addictive Use of Social Media, Narcissism, and Self-
Esteem: Findings from a Large National Survey, Hernando Rojas Mobilizers Mobilized: Information,
Expression, Mobilization and Participation in the Digital Age, Buffer Podcasts The Science of Social Media,
Michael Patrick Lunch TED Talk How to See Past Your Own Perspective and Find the Truth

Unit 4 ECOLOGY: How do environmental forces impact global changes?

Weeks 11-14 In addition to EU, LO, EK from Unit 1,2&3, Unit 4 will include
EU: 4.1, 4.5, 5.3
LO: 1.4A, 2.3A, 3.2A, 4.4A 5.1A, 5.1D, 5.3A
EK: 1.3A1, 1.3A2, 1.4A1, 1.4A3, 2.2A3, 2.3A1, 4.1A6, 4.3A1, 4.5A1, 5.1A1, 5.1A2, 5.3A2
Guiding Questions
★ What are my views on the ecology of my immediate environment?
★ What do I want to know, learn or understand about climate change?
★ How might other groups view the issue of climate change?
★ How does the context of an issue affect how it is interpreted or presented?
★ What strategies will help me comprehend a text?
★ What patterns or trends can be found among the arguments made about climate change?
★ What biases might stakeholders have that influence his/her perspectives on the issue?
★ What reasoning is used to develop an argument?

For this unit, students will be:

1. Introduced to EOC Section II questions and reviewing PT2 process.
 2. Practicing examining groups of texts surrounding the theme of global ecological issues and
looking for a theme and developing a research question.
3. Collaborating with small groups looking at different countries, identifying what the biggest issue
is facing their peoples, identifying a research question, identifying lenses by which to examine
the issue, and determining what the implications of those issues are to us as individuals.
4. Using their research to write an argument and then presenting their findings to the class using
multimedia presentations.
5. Self-Reflecting and giving peer feedback.
6. Analyzing visual text as we start answering the question of what is in store for the future.
7. Evaluating non-print eco-documentaries.
8. Presenting an author’s/speaker’s vision of the environment and agreeing/disagreeing with the
author’s conclusions.

Summative and formative assessments include, but are not limited to:
❏ Identification of elements of argument in ❏ Summative assessments
sources ❏ Argumentative Essay
❏ Analyze credibility of authors ❏ Group Debate
❏ Craft argumentative thesis statements ❏ Editorial

Possible Reading/Listening/Viewing Selections:

Al Gore’s An Inconvenient Truth (2006&2017), Vice News Environmental topics, Anup Shah UN Framework
Convention on Climate Change, Bjorn Lomborg Global Priorities Bigger Than Climate Change, James Inhofe’s
Global Alarmism, Anyone? Student-generated readings on specific, global environmental issues

Unit 5 PERFORMANCE TASK 1

Weeks 14-18

Task 1 Team Project and Presentation

Students work in teams of three to six 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 and develops a written report and multimedia presentation to communicate its
conclusion, solution, or recommendation.

Timeline: November, December, January

Checkpoints:
November 5th: Topics and Lenses Due (Participation Points only - no feedback)
November 12th: Annotated Bibliography Due (Assessment Points)
November 19th: Outline Due (Participation Points only - no feedback)
November 26th: Individual Rough Draft Due (Participation Points only - no feedback)

Deadlines for PT1:

December 3rd: PT1 Individual Papers Due
December 10th: PT1 Presentations Due
Unit 6: PERFORMANCE TASK 2
Weeks 27-32

Task 2 Individual Written Essay and Presentation

The College Board AP Program will annually release cross-curricular source material representing a
range of perspectives focused on a single theme or topic (usually after the first of the new year) 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. Students will be given at least 30
school days to complete their research, compose their essays, and develop their presentations.

Timeline: January, February, March

Checkpoints:
January 6th: Introduction and Analysis of Sources (Participation Points)
January 28th: Start of Research
February 7th: Initial Source List Due (Participation Points)
February 12th: Annotated Bibliography Due (Participation Points)
February 25th: Initial Outline Due (Participation Points)
March 16th: Rough Draft Due (Participation Points)
March 23rd: Peer Editing Due (Participation Points)

Deadlines for PT2:

March 30th: Individual Paper Due
April 13th: Individual Presentation Due

Unit 7 REVIEW FOR END-OF-COURSE EXAM

Weeks 33-34

During the AP Exam administration window, students will take the AP Seminar written 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 questions
requires the students to perform a close reading of two documents and perform a comparative
Analysis, synthesis, and evaluation of the authors’ arguments to create their own evidence-based
argument.

Unit 8 Prepare for AP Research

Weeks 35-36

The remainder of the semester will be spent in conjunction with the AP Research class at Riverside.
Students will collaborate on readings and assignments that will prepare them for the next stage of the
Capstone program.