AP Seminar (4th Period) Assignments

Objective: A collection of claims is no more an argument than a pile of bricks is a building. Both must be planned, organized, and thoughtfully supported.
Students will be able to internalize the process of building an argument through a series of steps (literally) of claims (assertions), evidence, and analysis (reasoning) that serve to support your argument (thesis).


Students will first create a research question based on the 2018 EOC Part B Sources discussed as a group
Determine your individual position/stance (argument/thesis)
Then make two claims, 
Brainstorm stimulus material evidence for each claim, 
Then, analyze your argument
Using index cards, students will physically build an Argument Tower to support their argument.


This is an in-class assignment that will begin in class on Wednesday, June 2nd, and will conclude on Friday, June 4th. Students learning at a distance will complete this assignment on the attached Google Slide (a digital Argument Tower is just as good as one made of index cards!)


ON FRIDAY, 6/4, YOU WILL PRESENT YOUR ARGUMENT TOWER TO THE CLASS

Hard copies will be given to in-class students. DL Students will submit the attached form digitally.

The readings/assignment refer to PART B ONLY.

PT2: Individual Multimedia Presentation Reflection
Assigned: Tuesday, 5/25/21 - Due Thursday, 5/27/21

Directions: Concluding your Performance Task 2 journey: writing your Individual Written Argument, Individual Multimedia Presentation, and Oral Defense, reflect on your experience in discussing the following topics:
What did you do well?
What could you improve upon?
What would you do differently next time?
If you were sitting in the audience, what impression would you have had of the presentation?

Locate your Presentation and Oral Defense in the shared drive "Student Presentations 2020-21" that was shared with you this morning. Watch your presentation and complete the reflection. **Please note, the presentations that were done in-person are harder to hear due to your distance from my phone (the recording device). Still, much of the overall presentation can be heard if you listen closely.



Presentation Reflection must be a minimum of 2-paragraphs and (400) words. Be specific, be reflective. Entries must be in APA format.

Please attach a copy of your class notes for EOC Exam Part A and B. If handwritten, take a picture and upload--digital notes attach the Google doc.

Please continue your EOC Exam Notes continuing with preparing for the Part B. 

On Sunday, 5/9 your finalized IMP will be due and "*LOCKED" in preparation for presentation week. 


Please be aware of your scheduled presentation date that is required of ALL AP Seminar students who are enrolled in the AP Exam. Those who are not enrolled in the AP Exam are still expected to fully participate in the IMP portion of Performance Task 2 for a class grade.
**Make-up presentations will need to be arranged prior to the originally scheduled presentation date and will need to be agreed upon by Mrs. M.

**POD Set 4 will be completed for homework rather than classwork today.

UPDATE: Final Academic Papers will be uploaded to College Board on Tuesday, 5/4. 


Please be sure to:

Remove all "identifying" information on your paper (ex. name, school, teacher)
Save your final copy as a PDF 
Submit PDF of Academic Paper (2,000 words) to College Board through your Digital Portfolio
Be proud of yourself.

----------------------------------------------------------------------------------------------------------------


Task Directions : Individual Written Argument (2,000 words)

- Read and analyze the provided stimulus materials to identify thematic connections among
the sources and possible areas for inquiry.
- Compose a research question of your own prompted by analysis of the stimulus materials.
- Your question must relate to a theme that connects at least two of the stimulus materials.
- Gather information from a range of additional sources representing a variety of
perspectives, including scholarly work.
- Analyze, evaluate, and select evidence. Interpret the evidence to develop a well-reasoned
argument that answers the research question and conveys your perspective.
- Throughout your research, continually revisit and refine your original research question to
ensure that the evidence you gather addresses your purpose and focus.
- Identify and evaluate opposing or alternate views and consider their implications and/or
limitations as you develop resolutions, conclusions, or solutions to your research question.

Compose a coherent, convincing and well-written argument in which you:
--- Explain the significance or importance of your research question by situating it within a
larger context.
--- Establish a well-organized argument that links claims and evidence and leads to a specific
and plausible conclusion, resolution or solution that addresses your research question.
--- Integrate at least one of the stimulus materials as part of your argument. (For example,
as providing relevant context for the research question or as evidence to support
relevant claims.)
--- Evaluate different perspectives by considering objections to them, and their limitations
and/or implications.
--- Include relevant evidence from credible sources to support your claims. You should
include evidence from scholarly work.
--- Cite all sources that you have used, including the stimulus materials, and include a list of
works cited or a bibliography.
--- Use correct grammar and a style appropriate for an academic audience.

❯ Abide by the 2,000-word limit (excluding footnoted citations, bibliography, and text in
figures or tables). Word count does include titles, sub-headings, and in-text citations.
❯ Remove references to your name, school, or teacher.
❯❯❯ We will upload your document to the AP Digital Portfolio after we cycle papers through a Peer Review process. Prepare to submit your final IWA by Thursday, 4/29.

For AP exams this school year, we are entered into the latest testing time period (to allow you all more time in preparation) which will be a digital exam.

Please follow the directions emailed to you by Mr. Nguyen on April 20th (also attached). By Thursday, please follow the steps in registering for the Digital Exam and familiarize yourself with the entire process.

Upon completion of the Individual Written Argument, and its submission on Thursday, 4/15, you will be assigned a paper to offer a round of peer revision before your IWAs are submitted to College Board. You will have until Wednesday, 4/21 end of day to complete your feedback and return it to the owner of the paper. Your participation and honest effort is expected. 


**Peer Revision assignments will be given in class on Thursday, 4/15**
Once assigned, PLEASE GIVE YOUR PEER REVIEWER ACCESS TO YOUR INDIVIDUAL WRITTEN ARGUMENT (IWA) GOOGLE DOC asap.

Peer Revision Assignments - Period 4:

Teresa's Paper will be reviewed by Eriella 
Eriella's Paper will be reviewed by Nee
J.R.'s Paper will be reviewed by Teresa
Paula's Paper will be reviewed by J.R.
Drew's Paper will be reviewed by Paige
Nee's Paper will be reviewed by Jennifer
Jennifer's Paper will be reviewed by Paula
Paige's Paper will be reviewed by Paolo
Paolo's Paper will be reviewed by Drew
Josie's Paper will be reviewed by Daniella
Daniella's Paper will be reviewed by Josie
(waiting on additional papers to be submitted)
(waiting on additional papers to be submitted)

Today in class we will look at a student's Individual Multimedia Presentation and Oral Defense released by College Board for instructional use.


You are taking the role of the AP Seminar teacher and will score the presentation according to the AP Seminar POD Scoring Rubric (provided)--be thorough, and thoughtful, in your response under each scoring criteria. Prepare for post-presentation discussions.


*DL students - complete within live time. The assignment is due at the end of the period.
*IP students - This will be completed in class. You have the option to work on this electronically or on a hard copy that I will provide to you. The assignment is due at the end of the period.

Familiarize yourself with the Performance Task 2 Presentation and Oral Defense Overview and Scoring Rubric for Tuesday's (4/20) discussion and check for understanding.





PT2 IWA, IMP + OD Scoring Rubrics - Starts on Page 5
AP Seminar Performance Task 2 Overview - Starts on Page 2

Seminar! On Tuesday, 3/30 I will conduct "Speed Conferencing" with each of you during class. In order to have an effective conference, be sure to prepare to discuss the following:

- Restate your approved Research Question
- What is the argument you're making (Claim/Thesis)
- What (3) perspectives will you bring forward to show the complexities of your argument
- Let’s discuss 1-2 prominent sources you have to represent each perspective
- What’s your idea for a proposed solution to remedy the argument you are making?

This will be a verbal assessment during our conference in-class on Tuesday, 3/30. No doc is required for this submission.

Follow this as a guideline to help you formulate and explain your ideas and maintain a strong focus for the Individual Written Argument Essay.
This is based on the strong example essays and the rubric as well as the learning objectives. Remember, since this is an ARGUMENT paper, it needs to have a debate, and some sort of solution or resolution MUST be incorporated for credit.

This outline is a plan of your Individual Written Argument (IWA), where you structurize it and organize the main points into paragraphs so it makes for a much easier writing process. Promise! The development can either be in a short-hand format (keywords, phrases, "markers" for intended deeper explanation) or full-sentence format. This outline is to help YOU.

In class on Thursday, 3/18 you will deliver a PT2: Elevator Pitch. Your goal is to give the class an update on your research in the form of an elevator pitch.
**Submit your Elevator Pitch Outline/Details at the end of your pitch!**

What's an elevator pitch you ask? These speeches are simulating pitching an idea to a CEO/boss in the elevator as they head out of the office or into a meeting, so you do not have any major props (i.e. the projector), and they are quick. Aim to use minor props and state a clear explanation to support your argument!

This speech should be no more than 3 minutes long but should share your research question, the rationale behind it, what your research has shown thus far, and what your next steps are going to be. You will then receive feedback & criticism from your peers to help you move forward with your research!

Research Question – You must receive teacher approval for your research question. It should be a single question, that is researchable and debatable. Discuss if your question has changed at all. Explain what the debate is to your audience!

Rationale – You must be able to explain how your research question was prompted by the stimulus materials – tell us “After reading these two articles, I saw the theme of blank which lead me to question…” You need to explain what theme connected two of the stimulus materials and how that led you to ask your current question. You also need to explain WHY this is an important topic to discuss.

Research – You must discuss what research you have done up to this point in the process. What have you learned? What has stood out to you? Is there anything that you are having a difficult time finding? Is your research going in a different direction than you have previously planned?

Next Steps – In the final portion of your elevator pitch, you are going to explain what your game plan is for the next week of the project. What do you still need to find? What are you going to spend the most time doing? What do you need help with?

Your finalized Individual Written Argument's research question will be due by the start of class on Tuesday, 3/16. Remember, you must have teacher approval before you begin the writing process of your IWA.
**This due date was pushed from it's original due date of 3/10 due to the school-related absences on Thursday, 3/11.

Look back onto your IWA Question Analysis as I have written suggestions/feedback on your potential research questions. Remember, you will want to take a theme from the Stimulus Material and place it within a real-world problem or topic (For example, if I wanted to channel my efforts into asking whether the NFL has protected their players in the case of concussions I could bring forward Roosevelt's Proper Place and Orwell's Sporting Spirit with the theme of "the dangers of sport").

Performance Task 2 goal: Interpret Stimulus Material and outside source evidence to develop a well-reasoned argument that answers the research question and conveys your perspective.
- Throughout your research, you will continually revisit and refine your original research question to ensure that the evidence you gather addresses your purpose and focus.
- Identify and evaluate opposing or alternate views and consider their implications and/or limitations as you develop resolutions, conclusions, or solutions to your research question.

In Developing your RQ...ask yourself:
- Does the question deal with a topic or issue that interests me enough to spark my own thoughts and opinions?
- Is the question easily and fully researchable?
- What type of information do I need to answer the research question?
- Is the scope of this information reasonable (feasibility of a study)
- Given the type and scope of the information that I need, is my question too broad, too narrow or okay?
- What sources will be able to provide the information I need to answer my research question (journals, books, Internet, government documents, people)?

IWA Preliminary Research:
Bibliography - 7 minimum CREDIBLE sources in APA format
- NOT annotated—just a solid Bibliography!
- Focus on scholarly, peer-reviwed journals or case studies. (Don't forget to RAVEN your sources!)
- Google Scholar, Ebsco (through your AP Digital Portfolio), and JSTOR
- In addition, be sure to include your Stimulus Material choice(s) in this list as you will use one or two of these sources in your IWA either as context to your topic/problem or as evidence to support your argument.

**For this assignment, create a google doc in your IWA folder. When it comes times to submit, you can either make a copy of that document to submit OR screenshot it and send in a picture of the completed Bibliography. If you choose the screenshot option, I will make corrections (if any) on your actual file in your IWA folder.**

In preparation for crafting your Individual Written Report (IWA), let's kick off the investigation by answering the following questions specific to your research:

- Overall topic/Focus
- Which TWO stimulus materials did you connect together?
- What is the common theme these two materials are addressing?
- Tentative Research Question(s)
- How do these questions connect to your TWO stimulus materials?
- What specific sections of the two texts inspired your question/topic?
- How will you use your stimulus materials in the paper? (contextualization? claim?) Why will you use it this way?

As you read and annotate each text, pay close attention to the main idea, arguments/claims made by the author, as well as the overall theme (that heart or underlying point to be made behind the text).

Remember, discussion leaders will take charge of specific texts, but it will be your job to understand each text to partake in the class discussion. At the end of each text discussion, be sure to fill in more of this analysis--not only with one specific text--but in connecting like-themes throughout the collection (do this on the right hand side).
For example --> Orwell's "Sporting Spirit" connects with Roosevelt's "Proper Place for Sports" in that sport should be enjoyed, rather than its rather "ill-willed" reality--you can also connect "Empowering Women through Sport" against Orwell's "Sporting Spirit" in his off-hand counterargument that women are "too emotional" for sporting events--with this, you can show growth in the field and in our acceptance of others.
Ahhh...the connections are endless.

In completing a full analysis of all 7 texts--you will draw Possible Research Questions that will be the foundation of your PT2: Individual Written Argument.

Performance Task 2: Individual Written Argument + Individual Multimedia Presentation

Next on the agenda is class discussions of each stimulus material and a topic brainstorm session following each discussion.
**The first 5 points on the rubric cannot be earned without a relevant integration of at least one of the stimulus materials into your argument.**

To give you an opportunity to hone your speaking skills, I'm going to have small groups of you lead discussions on different stimulus texts. You will all read and annotate all texts, but will only be responsible for leading a discussion of one. MY advice? Create a 1-2 slide presentation that highlight the main idea, the author's arguments/claims, and most importantly the possible THEMES this source represents. We will be connecting the themes of all sources as we work through each piece.

Need a refresher? A theme is the main idea or underlying meaning a writer explores in a novel, short story, literary work, or academic resource.

Below is a list of who is leading which discussion (please make note of the dates on the calendar).
Mrs. Marquez - Orwell’s “The Sporting Spirit”
Be prepared to discuss on Wednesday, 2/17

Paula, Paige, Merissa - Roosevelt's “Proper Place for Sports”
Part 1: Be prepared to discuss on Friday, 2/19

Nee, Alicia, Paolo - Hoops (Images)
Part 2: Be prepared to discuss on Friday, 2/19

Teresa, Eri, Theo - “Psychological Benefits”
Part 1: Be prepared to discuss on Tuesday, 2/23

JR, Josie - “Taking College eSports Seriously”
Part 2: Be prepared to discuss on Tuesday, 2/23

Jennifer, Sophia -“Empowering Women through Sport”
Part 1: Be prepared to discuss on Thursday, 2/25

Drew, Daniella, Megan - “The Meaning of Serena Williams”
Part 2: Be prepared to discuss on Thursday, 2/25

Concluding today's presentations, have (1) team member submit your TMP (I know some of you send them via email--please submit on this Google Classroom assignment). The presentations will be held via Zoom.

Performance Task 1: TMP Sign Up List
Date Period Time Team
Thursday, 2/11 4 11:40-12:00 Vaccinations
10 min break - Next Team Prepares Presentation
Thursday, 2/11 4 12:10 - 12:30 Mass Incarceration
30 min break - Next Team Prepares Presentation
Thursday, 2/11 Office Hour 1:20 - 1:40 War Criminals
**(5) Extra Credit points will be given to students who attend this session as an audience member/Team to choose this option will receive the same amount of EC points
Thursday, 2/11 Office Hour 1:50 - 2:10 Mental Health
** (5) Extra Credit points will be given to students who attend this session as an audience member/Team to choose this option will receive the same amount of EC points

For this assignment, please include attachments or images of the (two) IRRs you have reviewed using the IRR Peer Editing Worksheet assigned to you on 1/22 (https://classroom.google.com/c/MTE2OTcxNjM2NzQ0/a/MjU4MTg0MTM2OTMx/details). You are required to review TWO reports.

As discussed, if you are the only one, or only half your group has turned in their IRRs, you need to review your OWN report. This process is still effective in locating required elements of the report.

Remember, all Team Member's IRRs must be read--even if you aren't their "reviewer".

The Peer Editing Schedule:
- Peer Editor #1: Friday 1/22 - Tuesday, 1/26 (Due 1/16)
- Peer Editor #2 : Tuesday 1/ 26 - Friday 1/29 (Due 1/29)

Present your findings and analysis to your group in a well-researched and well-written IRR in which you:
- Identify an area of investigation and explain its relationship to the overall problem or issue.
- Summarize, explain, analyze and evaluate the main ideas and reasoning in the chosen sources.
- Evaluate the credibility of chosen sources and relevance of evidence to the inquiry.
- Identify, compare and interpret a range of perspectives about the problem or issue.
- Cite all sources that you have used and include a list of works cited.
- APA format
- Use correct grammar and style.
- Do a word count and keep under the 1200-word limit (excluding footnotes, works cited, and text in figures or tables).
- Remove any references to your name, school, or teacher

**This Report will be your first draft. Your report will then go through two rounds of Peer Reviewing from your Team members. Be sure that this draft is completed by the start of class on Friday, 1/22 so you don't miss out on valuable peer help.

Happy IRR Draft day!

On Friday, please share TWO documents with Peer Editor #1 (someone within your PT1 Team):
- IRR Draft
- IRR Peer Editing Worksheet (attached)
To simply execute this plan, you will receive participation points.


Peer Reviewers will be given points once their section of the Peer Editing Worksheet is complete at a later date.

The Peer Editing Schedule:
- Peer Editor #1: Friday 1/22 - Tuesday, 1/26 (Due 1/16)
- Peer Editor #2 : Tuesday 1/ 26 - Friday 1/29 (Due 1/29)

In lieu of my absence today (Friday 1/22), complete the following assignment during our scheduled class time.

Step 1: Watch attached Zoom lesson - I will walk though the Friday Welcome Slide, the Peer Reviewing Task for the weekend, then lastly, the TMP Student Example video. Watch the lesson in its entirety. **Please be respectful of the student presenters. Absolutely no recording of the presentation on your own media device is permitted.

Step 2: Concluding the Zoom Lesson ( and TMP Student Example Video), complete the attached Grading Sheet. You will grade the TMP Student Example Video and provide a justification for the given grace for each rubric row. I have included the TMP Grading Rubric within that document. **In addition, I have put the TMP Scoring Guidelines AND Explanations under the "Class Business" section of Classwork.

Step 3: Submit completed assignment by the end of the period. The submission of this assignment not only counts toward the day's participation grade but also your attendance for the day.

Email me with any questions at all. Happy Peer Reviewing!!

Create a Google doc
Creator to share that doc with all team members so there is ONE working sheet
one submission with all team members names is ok

Things discuss/notetake:
- What claim(s) will each lens represent
-->Draft a thesis statement if you can!
- Brainstorm Team Solutions to your problem or topic. Create a Mind Map even!
Are there limitations within these solutions? (all will solutions will face a limitation to some degree…)

Once you work as a team to decide and clarify both your individual lens and your team approach to answering the Research Question--continually revisit and refine your original team RQ to ensure that the evidence you gather addresses your collective purpose and focus (if need be).

On your own, you will investigate your team Research Question through your lens and with a range of perspectives. Identify a variety of sources that relate to your particular approach to the team Research Question and create an Annotated Bibliography (minimum of 7 sources) in the required APA format.

Please use the attached document. You will find an example entry that can be followed "to a T". Remember, the first paragraph summarizes the citation whereas the second paragraph measures the effectiveness of the citation as it relates to your approach.

Minimum of 7 entries - Due Wednesday, January 13th.
**I will be available over break via email**

Welcome back!! Let's fiercely take hold of this semester.

To begin, let's reflect.
- Take the first 5 minutes to fill out, in detail, the 3 "Pulse Check" questions.
- Soon, I will put you in pairs to warm up our peer social skills. Discuss your responses. Catch up...even throw in additional questions.
- When we return to the Main Session, you will share you PARTNER'S response to Question #3.

For each group, only one submission is needed--all other team members can "mark as complete" and state who submitted the document on your (..and your team's) behalf.

Compose a 300-500 word reflection that discusses your strengths/weaknesses/feelings about completing the MOCK IRR and TMP. In addition, how will your experience serve to strengthen the "REAL" Performance Task 1 (IRR & TMP)? Include total word count at the end of your entry.

Your group will have to summarize their question and findings in a 5-8 minute presentation to the class.
Each member will be responsible for creating 1 slide discussing their lens.
Each presentation will have a Introduction/Topic/RQ slide and a final Team Solution slide (encompassing all lens).
This 5-7 slide (in total) presentation will be shared with your instructor.

Google Slide Presentation “locked” by Tuesday, November 17th
In-Class Presentations will be held on Thursday, November 19th
**Team Manager will submit the presentation for the team**

Step VIII: Write your paper
This should be a 5 paragraph essay (minimum of 800 words):
Paragraph 1- Thesis and impact
Paragraphs 2-4- Claims, evidence, warrant for each paragraph. Arrange in a logical line of reasoning
Paragraph 5: Discussion of what your claims proved, impact, and possible solution based on the evidence.
Make sure that ALL information directly quoted, paraphrased, or referenced, is properly cited in-text using APA format.

Step IX: create an APA bibliography of cited work
Identify the actual work you used and cited in the paper. The in-text citations and bibliography will be APA format.

UPDATE: Due, Friday, November 13th - Digital copy by 11:59pm.

**In my absence on Tuesday, 11/3, please begin working on your Paper outline. I will check progress at the end of the class period.

Outlining your paper addresses point VI and VII of the Mock Task 1 project requirement:

Step VI: identify claims and line of reasoning
Based on your thesis, develop three reasons supporting why and how you came to your conclusion. These reasons/claims MUST clearly support your thesis. Arrange them in a logical order to build you your argument.

Step VII: identify and discuss relevant evidence
Prove your claims using relevant evidence from the researched articles. Choose evidence that presents the strongest evidence (think of RAVEN, correlation between variables, etc…). Remember, you are not listing evidence. Instead, this is a discussion of the evidence and why the evidence supports your claim, and therefore supports your thesis. Everything MUST relate back to that thesis.

Use the outline attached to organize your paper once you have established a thesis.
Due: November 8th by 11:59pm

Remember...the finished written portion of the project (800 words) is due Tuesday, November 10th.

Step V: develop an argument/thesis

Based on your research, develop a concise thesis synthesizing your findings. This is how you are answering the group’s overall question based on YOUR lens. Therefore, all of your group members will develop their own conclusion based on their research and lens.

**Submit your Thesis in a Google Doc form. Not handwritten, please. :)

Due: Sunday, Nov 1st by 11:59pm.

Step IV of your MOCK Task 1: develop an APA annotated research bibliography

As you work, archive and summarize important articles in an annotated bibliography using APA style citations. You will be required to find and annotate 5-7 articles related to your lens addressing the group’s research question. Be sure that each entry includes a summary and evaluation of the source.

**All entries you have done on your own so far--please copy/paste to this assignment attached.

Due Wednesday, October 28th.

Individually research to find an argumentative article that covers the topic and lens of your team’s Research Question

Write an annotated bibliography of that source, including source information, summary, and evaluation. Be sure that your annotation is in correct APA format.
[to be counted toward the MOCK Project's required entry amount of 5-7 due on Oct 28th]

(1) Entry - Due by Friday, October 23rd

**I have included our class slide for some extra help!

This assignment will conclude the Team's Project foundation.

Remember--in AP Seminar, good research questions:
- Require a judgment or evaluation to be made (not just description);
- Are researchable (it is possible to find relevant and credible sources);
- Involve genuine points of ongoing debate ;
- Invite engagement with alternative perspective; and
- Are simple and do not contain multiple, nested questions

Today we will kick off Day 2 of the Mock Task 1 project with a Team Building activity. Please open and work on your specific team's Google Slide when I say.... GO!

Team 1: J.R., Teresa, Theo, Merissa
Team 2: Nee, Sophia, Drew, Alicia
Team 3: Daniella, Jennifer, Josie, Megan
Team 4: Paolo, Paula, Eriella, Paige

Mind Map your: interests, likes, dislikes, the things that make you TICK, the things you want to find out more, the thing you have always wondered, etc. Your responses may be the very foundation to your upcoming research. Add as many boxes/arrows as you need.
Side note: don’t forget about the lenses and perspectives of each!

Building on your understanding of Line of Reasoning--read the attached article "In Greed we Trust" (previous College Board EOC exam article) and answer the questions (#1 and #2). You are given an extra credit option, #3.

The attached document also includes a Student Example Paper and the College Board Rubric for your reference.
This will be graded using the AP Seminar EOC Exam grading rubric.

**Assignment Update**
For homework on Thursday, 10/1--please just READ and annotate the attached article. Be prepared to work through this article on Tuesday, October 6th with a partner.


Tuesday, October 6th:
In partners, read the attached article, "The Day I Learned I was American" by Juliet Lapidos.

You will work together in identifying the author's claim and the various reasonings that support the claim. In conclusion, you will write a paragraph on how these reasons, TOGETHER, support the claim.

To begin today's discussion and partner assignment--please complete the attached Google Form in response to the weekend's reading task.

In the attached article, identify the author's Line of Reasoning: the claim, reasoning and evidence. Remember, those details can come in different order, too. Provide an analysis of the effectiveness of the author's claim(s) on the attached GoogleDoc.

See attached slides for instructions.

Please use the Google Slide for your specific group only. Groups will be given during class.

Group 1: Alicia, Drew, Nee, Teresa
Group 2: Jennifer, Paula, Daniella, Merissa, Megan
Group 3: Paolo, J.R., Eriella, Sophia
(absent day of )Group 4: Theo, Paige, Josie

Today we discussed yet another way to further analyze a writer's perspective through identifying ethos, logos, and pathos. For this assignment, begin by reading (but you know..reading with a pen and highlighters in hand) and identify specific passages that align with the E/L/or P rhetoric of persuasion. Complete Part 1 and Part 2 on the attached handout.

This piece is about identifying personal strength through the deservingly (and timely) structure of self-worth--with the theme of Identity for this course, what better way to kick off our understanding of literary analysis than with Mr. Douglass. Enjoy the read, we will further discuss this piece next week as well.

In this assignment, you will analyze the Address to the Nation by President Bush on September 11th, 2001. Analyze the details of the speech using the SOAPSTone method we discussed in class. Remember the course theme of Identity when reading this--and how this idea was challenged, strengthened and/or redefined.

Be specific in your analysis and...ANNOTATE your heart out.

Supplemental Material for this assignment:
https://www.nbcnews.com/now/video/from-the-archives-george-w-bush-s-oval-office-speech-on-9-11-68719685777

Today in class--we will put our RAVEN knowledge to the test.

In groups, open:
“Thailand’s Indigenous ‘People of the Sea’ Struggle to Preserve Identity” (USNews, 2020)
“‘Global Citizenship’ rising, poll says” (Grimly, 2016)

In your assigned group, focus on given angle (R, A, V, E, N) and provide specific examples that prove your angle.
Of the two sources, which would serve as a stronger source in a research paper on “Determining Identity”.

Prepare to discuss as a class.

Group 1: Reputation
Group 2: Ability to Observe
Group 3: Vested Interest
Group 4: Expertise
Group 5: Neutrality

Concluding our discussion on successful annotating guidelines, we will get some practice with "Thailand’s Indigenous ‘Peoples of the Sea’ Struggle to Preserve Identity" (USNews, 2020).

When annotating this article, include the following:
- Identify the main argument
- Identify (2-3) supporting evidence
- Identity the multiple lenses highlighted in the article (there are at least 5...)
- Create your own "annotating key":
-- Circle, underline, QUESTION every detail
-- Pull out vocabulary/unclear words (and look them up)
-- Minimize highlighting

When annotating, read with a purpose (and always a writing utensil in hand).
It's best to print this article and hand-write annotations--however, there are now many electronic options for you if printing is not an option.

Submit a picture of the final annotations.
Due Thursday, 9/10 by 11:59pm.

As we work through disciplinary lenses, let's dig deeper into identifying perspectives of various real-world conversations within them. I want to switch things up and give you an option on how you would like to work through analyzing the perspectives of these real-world conversations:

OPTION 1: With a partner, you will identify 3 different perspectives of each issue/conversation on the attached worksheet. You will be placed into breakout rooms with the partner of your choosing. One worksheet per pair is required (just make sure to include BOTH names on the Google Doc worksheet). Mark as either "complete" or
"submit" when you are finished.

OPTION 2: Remain in the Main Session with those students who prefer to work in a larger group setting. Analyzing the same real-world conversations that is within the worksheet, but you will be dropping your responses within the class "Identifying Perspectives" PADLET. You will be required to include a minimum of 7 perspective responses (a minimum of 1 per topic) on the "Identifying Perspectives" PADLET differing from what another student has already added. Be sure to add your name in parenthesis at the end of each response --> Example: "Parents should have access to their child's social media account because the child is a minor and requires extra protection measures. (Mrs. Marquez)"
*Copy/paste this URL to access the "Identifying Perspectives" PADLET : https://padlet.com/bmarquez22/nuyugu4m8ptle0rh

I will be working within the Main Session as well as helping the breakout rooms throughout the second half of class.
**Remember that perspectives within the same lens can be conflicting. Be specific and think BIG!

We will begin this assignment on Thursday, 9/3.
The worksheet and PADLET submissions will be due by Sunday, 9/6 at 11:59pm.
The PADLET access will be locked at the assignment's due date time.

Instructions included in the Google Doc. We will be discussing your perspectives in class on Thursday

Today in class you will be introduced to a much larger conversation of Lenses and Perspectives. In assigned groups, you will provide 3 different perspectives for the given Lens. In your groups, prepare a 2-minute elevator speech of your decisions.

"What's an elevator speech??" Imagine you have a big proposal you must share with your boss before the weekend hits. You both approach the elevator and you think, "THIS. IS. MY. TIME." You ask your boss for a minute of her time (probably 3 minutes, but she doesn't need to know that..) and she shrugs and hesitatingly accepts. From the time the elevator reaches your floor, you both enter, your boss quickly hits the requested floor, and within the time it takes to travel up those TWO floors--can you nail that pitch?

My opinion? Of course you can.

Each student is required to turn in their own copy of this presentation--though you are working in groups. Be sure to submit this file at the end of class.

Today's class we discussed the foundation of the AP Capstone program, QUEST.

For homework, you will QUEST a current event. Please use the attached form for this assignment. Be sure to include the source in either MLA or APA format.

Review the course syllabus and College Board's Plagiarism Statement in its entirety with a parent and/or guardian. To acknowledge your understanding of the class, its policies and required materials, please submit a picture of the signature section at the end of the course syllabus once it's signed.

Today in class, we will discuss the very framework of the AP Capstone program and kick-off your QUEST. In groups, you will "reimagine" the QUEST poster by summarizing the task, providing an example, and deciding on an image that best represents your assigned letter. Prepare to share your findings with the class.

Though this is an in-class group assignment, please be sure to submit the Google Slide once completed.

Today in class you will "Investigate Mrs. M"--can you connect the images, the placement, or underlying themes? Be critical and prepare to share your findings.

See attached slide for instructions and details. Please submit this assignments by the end of the class.

Today we are going to do a "Speed Meeting" get-to-know-you activity! Please follow the instructions on the 2nd slide and ask any questions you may have for me on the final slide.