Young Women S College Preparatory Academy s1

AP CAPSTONE: RESEARCH 2016-2017

YOUNG WOMEN’S COLLEGE PREPARATORY ACADEMY

INSTRUCTOR: MS. S. SHIELDS E-MAIL: [email protected]

CONFERENCE TIMES: 4TH & 7TH PERIOD B DAYS 9:50-11:25 TUTORIAL TIMES: TUES 3:30-4:30 3:30- 4:30 WEDNESDAY

OVERVIEW

AP Research allows students to deeply explore an academic topic, problem, or issue of individual interest. Through this exploration, students design, plan, and conduct a year-long research based investigation to address a research question. In the AP Research course, students further their skills acquired in the AP Seminar course by understanding research methodology; employing ethical research practices; and accessing, analyzing, and synthesizing information as they address a research question. Students explore their skill development, document their processes, and curate the artifacts of the development of their scholarly work in a portfolio. The course culminates in an academic paper of approximately 4000–5000 words (accompanied by a performance or exhibition of product where applicable) and a presentation with an oral defense.

GOALS of AP Capstone Research course include:  Engaging and challenging students through a scholarly, rigorous cross-discipline study of complex issues that sparks individual student curiosity  Empowering students to join the conversation of other scholars in a selected field of discipline, contributing a new understanding to the area of study  Cultivating higher-level critical and creative thinking skills by making connections between and among a variety of types of sources, gleaning a gap in information that begs further investigation, thus increasing the body of knowledge of a selected field of study  Honing the academic writing craft through the art of selecting, synthesizing, and embedding researched information with ethical academic integrity  Inculcating the collegiate-level skills of academia for a successful college and career future  Instilling a renewed love for learning

EXPECTED STUDENT LEARNING OUTCOMES

A natural culmination of the AP Capstone Program, the Capstone Research course is designed for the motivated student who possesses an intrinsic desire to expand a field of knowledge by considering multiple perspectives of scholars in a student-selected area of investigation, adding an additional dimension that contributes to the depth of understanding of a specific facet. Through a series of scaffolding units centered around the research process, students will analyze the credibility of arguments from a variety of types of sources about the same issue, discerning from those sources a new, but related, complex problem or issue, through which students will hone the art of divining and developing a targeted research question that drives the research process. Students will present their preliminary research in a research inquiry proposal for specific topic examination and approval.

Capstone students understand that the research process is not linear, but recursive, requiring students to think and re-think continually about their proposed research question and their selected research method, design, and approach to insure a cohesive alignment of the final academic paper of approximately 4,000-5,000 words (75% of the summative AP assessment). Students will reflect on all phases and components of the research process by creating and regularly updating a Process and Reflection Portfolio (PREP Journal). Students will present their research findings in a multimedia format and participate in an oral defense of their research (25% of the summative AP assessment).

Valuing the efficacy of the AP Capstone Program, Capstone students enthusiastically showcase selected components of their various products for inquisitive visitors to peruse and question.

The successful Capstone student possesses the necessary discipline for independent study and fully engages in all phases of product development, individually and in peer-review assessments, and adheres to all deadlines.

REQUIRED SUPPLIES: 2 Packs of Black Pens Only 1 Pack of highlighters 1 One inch Binder 1 Pack of dividers 1 Folder with brads and pockets 4 Packs of lose leaf paper 2 Packs of index cards 4 packs of Post-its

COURSE CURRICULUM

Semester 1: Skills Development Semester 2: College Board College Board Requirements through Inquiry Units Assessments Big Idea 1: Questions & Explore Unit 1: Social Media Unit 4: Collecting Data Essentials of Research Unit 5: Academic Paper Big Idea 2: Understand & Unit 2: Representation Annotated Analyze Arguments Bibliography & Unit 6: Presentation & Oral Literature Reviews Defense

Big Idea 4: Synthesize Ideas Unit 3: Research Methods

Big Idea 5: Team, Transform, & Transmit

Big Idea Learning Objective

Q LO 1.1A: Identifying and contextualizing a problem or issue.

Question & Explore LO 1.2A: Retrieving, questioning, organizing, and using prior knowledge about a topic.

LO 1.3A: Accessing information using effective strategies.

LO 1.3B: Using technology to access and manage information.

LO 1.3C: Evaluating the relevance and credibility of information from sources and data. LO 1.4A: Identifying alternatives for approaching a problem.

LO 2.1A: Employing appropriate reading strategies and reading critically for a specific purpose.

LO 2.1B: Summarizing and explaining the main idea and the line of reasoning, and identifying supporting details of an argument, while avoiding generalizations and oversimplification.

LO 2.2A: Identifying, explaining, and analyzing the logic and line of reasoning of an argument. U LO 2.2B: Describing and analyzing the relevance and credibility of evidence used to support an argument, taking Understand & Analyze Arguments context into effect.

LO 2.2C: Evaluating the validity of an argument.

LO 2.3A: Connecting an argument to broader issues by examining the implications of the author’s claim.

LO 2.3B: Evaluating potential resolutions, conclusions, or solutions to problems or issues.

LO 3.1A: Identifying and interpreting multiple perspectives on or arguments about an issue. E LO 3.2A: Evaluating objections, implications, and limitations Evaluate Multiple Perspectives of an alternate, opposing, or competing perspective or argument.

LO 4.1A: Formulating a complex and well-reasoned argument

LO 4.2A: Interpreting, using, and synthesizing qualitative and/or quantitative data/information from various perspectives and sources (e.g., primary, secondary, print, nonprint) to develop and support an argument.

S LO 4.2B: Providing insightful and cogent commentary that links evidence with claims. Synthesize Ideas LO 4.2C: Attributing knowledge and ideas accurately and ethically, using an appropriate citation style. LO 4.2A: Formulating a complex and well-reasoned argument.

LO 4.2A: Interpreting, using, and synthesizing.

LO 5.1A: Working both as an individual and with a team to plan, produce, and present a cohesive argument, considering audience, context, and purpose, and using appropriate media (e.g., e3ssay, poster, presentation, documentary, research report/thesis).

LO 5.1B: Communicating an argument in an evidence-based written essay adhering to established conventions of grammar usage, style, and mechanics to address complex, open-ended problems. T LO 5.1C: Communicating an argument in an engaging oral Team, Transform, Transmit presentation using appropriate media, incorporating effective techniques of design and delivery.

LO 5.2A: Providing individual contributions to overall collaborative effort.

LO 5.2B: Fostering constructive team climate, resolving conflicts, and facilitating the contributions of all team members to address complex, open-ended problems.

LO 5.3A: Reflecting on and revising their own writing, thinking, and/or processes.

LO 5.3B: Reflecting on personal contribution to overall collaborative effort

AP RESEARCH COLLEGE BOARD GRADING SYSTEM: AP Research summative assessment is based solely on the Academic paper (75%) and the Presentation and Oral Defense (25%).

This score will not factor into the student’s grade for local credit through Houston ISD. Component Weight Scoring Academic Paper Task Overview 75% of score Teacher scored; Students will be assessed by their original Academic Paper. College Board The academic paper is approximately 4,000- 5,000 words validated which will be a culmination of the year long process.

Presentation and Oral Defense 25% of Score Panel scored (15-20) with follow-up questions

Grading Policy

Research Product Items: 30% PREP Portfolio 35% Homework: 15 %

Meetings/Participation: 20%

AP CAPSTONE PLAGIARISM POLICY AS DEFINED BY COLLEGE BOARD:

A student who fails to acknowledge (i.e., through citation, through attribution, by reference, and/or through acknowledgement in a bibliographic entry) the source or author of any and all information or evidence taken from the work of someone else will receive a score of zero on that particular component of the AP Seminar and/or AP Research Performance Task Assessment. 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.

To the best of their ability, teachers will ensure that students understand ethical use and acknowledgement of the ideas and work of others, as well as the consequences of plagiarism. The student’s individual voice should be clearly evident, and the ideas of others must be acknowledged, attributed, and/or cited.

AP CAPSTONE RESEARCH CURRICULUM CONTENT MAP

UNIT 1: SOCIAL MEDIA ESSENTIALS OF RESEARCH Unit Focus: . Method, Process or Approach . Results, Product or Findings . Discussion, Analysis and Evaluation . Conclusion and Future Direction . Bibliography Learning Objectives/ Enduring Understandings/Essential Knowledge: L.O. 1.1A; 1.1B; 1.1E; 1.3A; 1.3B; 1.4A E.U.1.1; 1.2; 1.3 E.K. 1.1A1; 1.1B1;1.1D2; 1.1E; 1.3A1.3B3;1.4B2;1.4C3; 1.4D1; 1.4D3 Activities: . Students will learn course expectations . Students will create and share PREP journal with Shields . Students will learn and follow Mentor Protocol . Students will choose topic/issue to carry out preliminary research . Students will develop an annotated bibliography . Students will finalize their research questions and proposals Assessments: . PREP Portfolio Reflections . Mini Presentation . Preliminary Inquiry Proposals . Assess sample Research Papers . Writing/ Research Conferences Resources: o Palmquist, Mike. Ted Talk: “How Social Media Can Make History”, Clay Shirky o “In Twitter We Trust-Can Social Media Sway Voters?”, NPR o “Is Social Media enlarging or stifling democracy”, Cynthia M. Allen o “The Young Turks App and YouTube o Richard Princ’s Instagram Installation o Emojinalart Tumblr o Lorde Sound Cloud o #occupywallstreet, #bringbackourgirls, #blacklivesmatter o Twitter Playbook for Government o Students will find additional resources to practice locating resources and evaluating the validity of resources.The Bedford Researcher (4 th ed.). Boston: Bedford/St. Martin’s o Chaffee, John. Critical Thinking, Thoughtful Writing (6th ed.). Stamford: Cengage Learning o Documentation Styles. (2015) Columbia College. http://www.columbiasc.edu/wid/documentationstyles o Hacker, Diana and Sommers, Nancy. A Writer’s Reference (7th ed.). Boston: Bedford/St. Martin’s o Graff, G., & Berkenstein, C. (2007). They say, I say: The moves that matter in academic writing. New York: W.W. Norton and Company.

UNIT 2: REPRESENTATION ANNOTATED BIBLIOGRAPHY AND LITERATURE REVIEWS Units Focus: . Collating Sources . Purposes of Literature Review . Composing Literature Reviews . Function and Format of Annotated Bibliography . Selecting Appropriate Research Method Learning Objectives/ Enduring Understandings/Essential Knowledge: All prior objectives as well as L.O. 1.3A; 1.4B; 1.1D; 5.1F; 1.4C E.U. 1.4; 2.1; 2.2;4.1; 4.3 E.K. 1.3A6; 1.3A7; 1.4B1; 1.4B5; 1.4B7; 1.4C3 Activities: . Discuss potential theme and its relevance to students’ lives. Assessments: . Finalized Research Question . Annotated Bibliography . Literature Review . PREP Portfolio Reflections Resources: o Leedy, P.D.; & Ormrod, J.E. (2010). Practical research: Planning and design (10th ed.).Leviathan, Tho o Conducting Research. (2016) Purdue University Online Writing Lab. https://owl.english.purdue.edu/owl/section/2/8/ o Literature Reviews. (2016) University of North Carolina at Chapel Hill Writing Center. http://writingcenter.unc.edu/handouts/literature-reviews/

UNIT 3: DEMOCRACY RESEARCH METHODS Unit Focus: . Inquiry Planning . Progress Monitoring . Research Consulting . Ethical Issues in Research Learning Objectives/ Enduring Understandings/Essential Knowledge: All prior objectives as well as L.O. 1.4D E.U. 1.4; E.K. 1.4D1; 1.4D2; 1.4D3

Activities: . Progress and Reflection Interviews . PREP journaling . Draft of proposal Assessments: . Writing/Research Conferences . PREP Portfolio Resources: o Palmquist, Mike. The Bedford Researcher (4th ed.). Boston: Bedford/St. Martin’s o Chaffee, John. Critical Thinking, Thoughtful Writing (6th ed.). Stamford: Cengage Learning o Leedy, P.D.; & Ormrod, J.E. (2010). Practical research: Planning and design (10th ed.).“The Origins of Democracy”, Top Documentary Films “Is ‘True’ Democracy Impossible Under Capitalism, C. Galloway Green “The Core Documents of Our Democracy”, U.S. Government Publishing Office Ted Talk: “How the Internet Will (One Day) Transform Government,” Clay Shirky Ted Talk: “How to Upgrade Democracy for the Internet Era”, Pia Mancini The Constitution of the United States of America Selections from American Republic: Primary Sources, Bruce Frohnen “Democracy: A Timeline”, BBCNews “The Preamble”, Schoolhouse Rock “No More Kings”, Scho

THE SECOND SEMESTER WILL BE DEDICATED TO THE COLLEGE BOARD ASSESSMENTS.

UNIT 4: DEMOCRACY COLLECTING DATA Unit Focus: . Literature Review . Original Work (interviews, surveys, products or performances) . Time Management Collaborative Process of Research Learning Objectives/ Enduring Understandings/Essential Knowledge: All prior objectives as well as L.O. 2.2C; 3.2A; 4.1B; 4.2A E.U. 3.2; 4.1; 4.2;4.3;4.4A; 5.3 E.K. 2.2C2; 2.2C3; 2.2D1; 4.1B1; 4.2A1; 4.3A1; 4.3A3; 4.3A4; 5.3A1; 5.3A3; 5.3A4 Activities: . Draft Literature Review and Methodology portions of paper . Completing original work . Data Collection Composition Assessments: . Elevator Speech . Peer Review . Proposal/ IRB Submission Resources: o Student Resources. Student Peer Review Project (2016) University of Melbourne. http://peerreview.cis.unimelb.edu.au/students/student-resources/ o Palmquist, Mike. The Bedford Researcher (4th ed.). Boston: Bedford/St. Martin’s o Hacker, Diana and Sommers, Nancy. A Writer’s Reference (7th ed.). Boston: Bedford/St. Martin’s “The Origins of Democracy”, Top Documentary Films “Is ‘True’ Democracy Impossible Under Capitalism, C. Galloway Green “The Core Documents of Our Democracy”, U.S. Government Publishing Office Ted Talk: “How the Internet Will (One Day) Transform Government,” Clay Shirky Ted Talk: “How to Upgrade Democracy for the Internet Era”, Pia Mancini The Constitution of the United States of America Selections from American Republic: Primary Sources, Bruce Frohnen “Democracy: A Timeline”, BBCNews “The Preamble”, Schoolhouse Rock

UNIT 5: DEMOCRACY ACADEMIC PAPER Unit Focus: . Editing and Revising Paper . Peer-review . Checking for misattribution/plagiarism Learning Objectives/ Enduring Understandings/Essential Knowledge: All prior objectives as well as L.O. 5.1A[R]; 5.1B; 5.1C; 5.3A; 5.4A E.K. 5.1A1[R]; 5.1A2; 5.1B1; 5.1B2; 5.1B3; 5.1B4; 5.1C1; 5.1C2; 5.1D2; 5.1E2; 5.1E3; 5.1F2;

Activities: . Peer Revision and Editing . Writing Conferences . Review Originality Reports via TurnItIn Assessments: . Academic Paper approximately 4,000-5,000 words Resources: o Palmquist, Mike. The Bedford Researcher (4th ed.). Boston: Bedford/St. Martin’s o Chaffee, John. Critical Thinking, Thoughtful Writing (6th ed.). Stamford: Cengage Learning o Documentation Styles. (2015) Columbia College. http://www.columbiasc.edu/wid/documentationstyles o Hacker, Diana and Sommers, Nancy. A Writer’s Reference (7th ed.). Boston: Bedford/St. Martin’s o Leedy, P.D.; & Ormrod, J.E. (2010). Practical research: Planning and design (10th ed.). o Conducting Research. (2016) Purdue University Online Writing Lab. https://owl.english.purdue.edu/owl/section/2/8/ “The Origins of Democracy”, Top Documentary Films “Is ‘True’ Democracy Impossible Under Capitalism, C. Galloway Green “The Core Documents of Our Democracy”, U.S. Government Publishing Office Ted Talk: “How the Internet Will (One Day) Transform Government,” Clay Shirky Ted Talk: “How to Upgrade Democracy for the Internet Era”, Pia Mancini The Constitution of the United States of America Selections from American Republic: Primary Sources, Bruce Frohnen “Democracy: A Timeline”, BBCNews “The Preamble”, Schoolhouse Rock

UNIT 6: DEMOCRACY PRESENTATION AND ORAL DEFENSE Unit Focus: . Organize, Prepare presentations . Collaborate with peers . Discussion with Seminar mentees Learning Objectives/ Enduring Understandings/Essential Knowledge: All prior objectives as well as L.O. 5.1 C; 5.1F; 5.3C; 5.4B; E.U. 5.3; 5.4; E.K. 5.3A3; 5.3A4; 5.3C1; 5.3C2; 5.4B1; 5.4B2

Activities: . Prepare presentation for other venues . Prepare for other AP Exams to qualify for AP Capstone Diploma . Revise for different audiences . Submit to scholarly journals Assessments: . Presentation (15-20 minutes) . Oral Defense . Seminar Presentation Resources: o Delivery Presentation Power Point. Pandarepartee. (2016). http://pandarepartee.pbworks.com/w/file/44674524/delivery%20presentation.ppt

o The Perfect Defense: The Oral Defense Presentation. (2010) Dr. Valerie Balester. https://www.youtube.com/watch?v=edQv9OKvfdU “The Origins of Democracy”, Top Documentary Films “Is ‘True’ Democracy Impossible Under Capitalism, C. Galloway Green “The Core Documents of Our Democracy”, U.S. Government Publishing Office Ted Talk: “How the Internet Will (One Day) Transform Government,” Clay Shirky Ted Talk: “How to Upgrade Democracy for the Internet Era”, Pia Mancini The Constitution of the United States of America Selections from American Republic: Primary Sources, Bruce Frohnen “Democracy: A Timeline”, BBCNews “The Preamble”, Schoolhouse Rock

AP RESEARCH OUTLINE CALENDAR Months In Class Culminating Activities August 24-October 2 Unit 1: Essentials of Research Social Media . Preliminary Inquiry Proposals . Peer Review October 5- November 6 Unit 2: Annotated Bibliography & . Finalize Inquiry Method Literature ReviewsRepresentation choice and design . Finalize and submit Proposals November 9-December 18 Unit 3: Research Methods Democracy . Progress Interviews . Implement Inquiry Method January 5-February 12 Unit 4: Collecting Data . Continue Progress Interviews . Curate PREP Portfolios February 15- April 1 Unit 5: Academic Paper . Write, proofread, peer review Academic Paper . Submit Final April 4- May 25 Unit 6: Presentation & Oral Defense . Prepare, Practice and Deliver Presentations with Oral Defense . Teacher Scoring and Uploading . Present to Seminar students . Submit to scholarly journals

EXPECTATIONS FOR ACADEMIC SUCCESS:

 Give your best effort every day.

 Seek knowledge and understanding, don’t wait for it to seek you.

 Respect and uplift your classmates. This is not a competition. It is a collaboration.

 Take chances and push yourself.

 Learn from your mistakes.

 Give solutions not excuses.

 Be open-minded and receptive.

 Remember your work is a reflection of you.

PARTICIPATION:

It is important to remember AP Research is a college class. There is an expectations that all students act accordingly. Please do not interrupt others when they are talking, get up and walk around, or distract others during self-guided research times, or presentations.

This class requires a significant amount of self-direction by the student, students are expected to play a primary role in their learning process, with Ms. Shields as a skill development guide through the research process. Students will be expected to be able to work independently and diligently to complete their goals. Participation Grades will be taken daily and students will be assessed using the following rubric. ASSIGNMENTS:

Various assignments will be assigned throughout the course to check for understand and to help the student evaluate whether she has gained mastery in specific components of the research process.

MEETINGS:

In addition to Process Logs, students are expected to meet with the Ms. Shields, one to one, in an attempt to facilitate conversation regarding the student’s area of research. These meetings and conversations surrounding research are best conducted when the student has prepared information and is ready to discuss her project. A rubric for these meetings, as well as an evaluation of advancement between each meeting, will be used to determine the students’ grade for these meetings.

LATE WORK:

No late work is accepted.

ABSENCES:

In the event that a student is absent from class and it results in missing work/assignment, the student is expected to turn in the work the first day of her return to school. Absences that involve missing a due date require an approved “excused absence” for consideration for credit. If you are absent it is your responsibility to promptly gather the assignments that you missed. I will not remind you of missed assignments; you must take the initiative to find out what you missed. The assignments and lesson discussion are all available on the webpage. If you miss a test YOU must schedule a make-up on the day you return to campus. Please keep in mind that the format of the re-test is at the teacher’s discretion. It is your responsibility to reschedule your missed test on your first day returning to school. Any assignments not made up from an absence will result in a zero. Tests and projects are scheduled far enough in advance that absenteeism the day before a test will not allow for a postponement of your test or assignment due date. RETESTING: Based on the nature of the products provided in AP Research, the opportunity for re-testing is minimal and will only be offered in the case of an in-class test but it cannot be done for AP scored Assessments or Final Exams.

EXTRA CREDIT

Extra Credit will NOT be given in this course. Students can however attend tutorials to improve upon their grade.

For clarification in regards to these policies please see the YWCPA Handbook. Student Information Sheet

Name: ______

Email: ______

Parent/Guardian Contact Information:

Name(s):______

Phone: (_____) ______-______Best Time to Call: ______:______(AM/PM)

Email: ______

Do you understand the policies set forth in the syllabus? ______

Parents and Students please sign below acknowledging the policies and expectations set forth in this syllabus.

Student Signature: ______Date: Parent Signature: ______Date:

Note: Complete this form and give it to your instructor during the first two weeks of classes for your participation grade.