AP Seminar

  • AP® Seminar


    Course Length: Full Year

    Credits: 5

    Instructor: Mrs. Rachel Gottfried



    About Advanced Placement Courses: The College Board’s Advanced Placement Program® (AP®) enables students to pursue college-level studies while still in high school. Through more than 30 courses, each culminating in a rigorous exam, AP provides willing and academically prepared students with the opportunity to earn college credit, advanced placement, or both. Taking AP courses also demonstrates to college admission officers that students have sought out the most rigorous course work available to them.


    About the Course: Develop and practice the skills in research, collaboration, and communication that you’ll need in any academic discipline. You’ll investigate topics in a variety of subject areas, write research-based essays, and design and give presentations both individually and as part of a team.


    College Course Equivalent: AP Seminar is an interdisciplinary course that encourages students to demonstrate critical thinking, collaboration, and academic research skills on topics of the student’s choosing. To accommodate the wide range of student topics, typical college course equivalents include interdisciplinary or general elective courses.


    Skills You'll Learn:

    • Reading and analyzing articles, studies, and other texts
    • Gathering and combining information from sources
    • Viewing an issue from multiple perspectives
    • Crafting arguments based on evidence

    Course Materials: There is no specific textbook required for this course. Numerous supplemental materials will be provided during the course.  It is your responsibility to keep track of each material in an organized fashion.  Materials handed out may be used several times throughout the course.


    Grading Policy: 

    Homework 10%

    Tests 20% 

    Projects 40%

    Quizzes and classwork 30%


    The AP Seminar assessment has three parts: two performance tasks—which you’ll complete over the course of the year and submit online for scoring through the AP Digital Portfolio—and the end-of-course AP Exam. All measure your proficiency in the course skills, and all contribute to your final AP score on a scale of 1–5.


    Performance Tasks One and Two:

    All documents related to Performance Tasks and One and Two must be submitted to the AP Digital Portfolio no later than 11:59 PM, Thursday, April 30s.  In order to facilitate timeliness on these assessments, you must submit all parts of the assessments to your teacher on the dates assigned.


    Exam Date: Thursday, May 12, 2019 8 am

    If you take the AP exam, you will not be required to take a separate course Final Exam at the end of the school year.  However, if you do not take the AP Exam, you will be required to take a course Final Exam.

    *Please note that the course does continue following the AP exam and all work assigned after that date counts toward your grade in the course.


    Absentee/ Tardy Policy: Absentee/Tardy Policy


    Extra Credit Policy: As per Board Policy, “Non- active students will not be offered opportunities for extra credit to improve their grades; extra credit options will be only available to students who complete their work on a timely basis."


    Acceptable Use Policy/Cell Phone Use Policy

      • Acceptable Use Policy:  Please refer to Board Policy 2363: Pupil use of Privately- Owned Technology.
        • Privately owned technology such as cell phones, tablets and laptops may only be used as part of the lesson plan with administrator or teacher approval.

    Course Breakdown- Overview of Topics to be Covered 

    Big Idea 1: Question and Explore

    You’ll learn about the first step of doing research: inquiry and investigation.

    You’ll practice:

    • Identifying a problem or issue and developing a question about it
    • Finding and organizing the information you need to answer the question
    • Evaluating the sources of information you use
    • Looking at the problem or issue from different perspectives

    Big Idea 2: Understand and Analyze

    You’ll learn to read, comprehend, and explain a perspective or argument.

    You’ll practice:

    • Reading critically for a purpose
    • Explaining and analyzing the line of reasoning of an argument
    • Evaluating the evidence an author uses to support their argument
    • Assessing potential resolutions, conclusions, or solutions raised by an argument

    Big Idea 3: Evaluate Multiple Perspectives

    You’ll learn to compare and contrast different perspectives on an issue, idea, or problem so you can understand its complexity.

    You’ll practice:

    • Identifying, comparing, and interpreting different perspectives on, or arguments about, an issue
    • Evaluating objections, implications, and limitations of different perspectives or arguments

    Big Idea 4: Synthesize Ideas

    You’ll learn to take information you’ve gathered, analyzed, and evaluated and use it to form your own conclusions and build your own argument.

    You’ll practice:

    • Formulating a well-reasoned argument
    • Using data and information from various sources to develop and support an argument
    • Linking evidence to claims
    • Offering resolutions, conclusions, or solutions based on evidence

    Big Idea 5: Team, Transform, and Transmit

    You’ll learn to work alone and in a group to communicate your ideas to an audience.

    You’ll practice:

    • Planning, producing, and presenting an argument while considering audience, context, and purpose
    • Communicating information through appropriate media
    • Using effective techniques to engage an audience
    • Contributing your own work to a group project

    Student Signature: ________________________________________


    Parent/ Guardian Signature: ________________________________


    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 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 Task. In AP Seminar, a team of students that fails to properly acknowledge sources or authors on the Team Multimedia Presentation 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 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.

    Role of Teacher Teachers 


    ▶ must ensure students are aware of the task, timeline, components, types of and sample generic questions for the defense, and scoring criteria

     ▶ may lead discussion of the stimulus material, discuss topics and perspectives, and/or question students as necessary 

    ▶ may continue whole-class teaching of skills pertinent to the performance task as students are working on their research and/or presentations 

    ▶ may share the rubric with students

     ▶ may encourage students to review each other’s work 

    Teachers may not 

    ▶ assign, provide, distribute, or generate research questions for students 

    ▶ conduct or provide research/articles/evidence for students

    ▶ write, revise, amend, or correct student work 

    ▶ give specific, directive feedback to individual students on their work 

    ▶ provide or identify specific defense questions a student will be asked prior to his or her defense


    Student Signature: ______________________________________________

    Parent/ Guardian Signature: _______________________________________