2023-2024 COURSE SYLLABUS
A.P. Seminar
(5 credits/semester, 10 total) EZS 500
GENERAL INFORMATION
Term and Year: Fall 2023 and
Name of Instructor: Brett Williams
Room Number: C-304
Telephone Number: (916) 395-5090 Ext.506304
E-mail Address: [email protected]
Class Website: https://sites.google.com/scusd.edu/apseminar Scan to access website.
COURSE DESCRIPTION
AP Seminar is a foundational course that engages students in cross-curricular conversations that explore the complexities of academic
and real-world topics and issues by analyzing divergent perspectives. Using an inquiry framework, students practice reading and
analyzing articles, research studies, and foundational, literary, and philosophical texts; listening to and viewing speeches, broadcasts,
and personal accounts; and experiencing artistic works and performances. Students learn to synthesize information from multiple
sources, develop their own perspectives in written essays, and design and deliver oral and visual presentations, both individually and
as part of a team. Ultimately, the course aims to equip students with the power to analyze and evaluate information with accuracy and
precision in order to craft and communicate evidence-based arguments.
COURSE OUTLINE
Content Area
Dates
1. Skills and Teambuilding
8/31-9/8
2. Power And Participation
9/11-10/13
3. Mock Performance Task 1
10/16-12/1
4. Performance Task 1
12/4-1/26
5. Performance Task 1
1/29-4/12
6. End of Course Exam Prep
4/15-5/3
7. Success
5/9-6/13
*The AP Seminar College Board Exam is on Wednesday, May 7th.
GRADING
Ongoing Self Assessment
A log where students keep track of their progress on all class
assignments preparing them for the Summative Assessments and
reflecting on their performance and understanding of both formative and
summative assessments.t.
10%
Thematic and Mock
Performance Tasks
Students will engage in inquiry, presentations, and written reports and
arguments all in preparation for their CB Assessments of PT1, PT2 and
the EOC exam.
20% 1st Semester/ 15% 2nd
Semester
Performance Task 1
(1st Semester only)
This is is the 1st part of 6 assessments as part of your official College
Board AP Seminar score. It will consist of an individual report, a team
multimedia presentation, and an oral defense of their work. See more on
it below.
70% (1st sem. only).
Performance Task 2
This task consists of an individual written argument, utilizing the
provided sources from the College Board, an individual multimedia
presentation, and an oral defense.
45% (2nd sem. only)
End of Course Exam
This task consists of two parts. The first part is a short answer argument
analysis piece. The second part requires students to write a written
argument using the provided sources from the College Board. This
portion of the exam will be done digitally on May 7th.
30%
2023-2024 COURSE SYLLABUS
GRADING SCALE
A=89.5%+ B=79.5%+ C=69.5%+ D=59.5%+ F=59.4% or below
Curricular Requirements
1. Students explore complexities of one or more themes by making connections within, between, and/or among
multiple cross-curricular areas and by exploring multiple perspectives and lenses (e.g., cultural and social, artistic
and philosophical, political and historical, environmental, economic, scientific, futuristic, ethical) related to those
themes.
2. Students develop and apply discrete skills identified in the learning objectives of the enduring understandings
within the following 5 big ideas: Question and Explore; Understand and Analyze; Evaluate Multiple
Perspectives; Synthesize Ideas; and Team, Transform, and Transmit (see below).
3. Students gain a rich appreciation and understanding of the issues through the following activities: reading articles
and research studies; reading foundational, literary, and philosophical texts; viewing and listening to speeches,
broadcasts, and/or personal accounts; and experiencing artistic works and performances.
4. Students develop an understanding of ethical research practices and the AP Capstone™ Policy on Plagiarism and
Falsification or Fabrication of Information.
a. Students develop an understanding of ethical research practices.
b. Students develop an understanding of the AP Capstone Policy on Plagiarism and Falsification or
Fabrication of Information.
5. Students work collaboratively with a team to identify, investigate, analyze, and evaluate a real-world or academic
problem or issue; consider and evaluate alternatives or options; propose one or more solutions or resolutions; and
present and defend the argument for their solutions through a multimedia presentation.
6. 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.
STANDARDS-BASED GRADING
Here are a few articles to learn about Standards Based Grading
● https://kappanonline.org/standards-based-grading-equity-reform-feldman/
● http://my.aasa.org/AASA/Resources/SAMag/2019/May19/Feldman.aspx
● Grading for Equity by Joe Feldman (2019: Corwin, Thousand Oaks, CA)
COURSE REQUIREMENTS & RIGOR:
Formative Assessments: Mastery of content in this class requires participation in group and class discussions and
activities, as well as individual study and preparation. Students will be required to complete an Ongoing Self Assessment
on Formative Assessments by Standard to help prepare them for summative assessments. Formative assessments will
be reviewed for accuracy (in class), but not graded.
Summative Assessments: After being introduced to a particular topic, students will be expected to prepare for in-class
content application (Presentations, Writing Assignments, Portfolios, Quizzes/Tests, and Socratic Seminars).
2023-2024 COURSE SYLLABUS
Retakes: Standards-Based Grading is about developing a growth mindset. So retakes are a large part of the course.
Students will have an opportunity to retake a given assessment on the target standards they are seeking to reach
proficiency or above. Retakes will be offered once a week on Wednesdays at lunch or before school at 7:30 a.m. In order
to do a retake, the OSA for that content must be complete. If another time is needed we can discuss options.
Makeups: Students who miss class, will need to make up any Summative Assessments they are missing ASAP. Students
can do that on the same day and time retakes are offered. Students who are far behind should reach out through Remind,
or email so we can coordinate a plan together to get caught up. Don’t let yourself fall behind; advocate for yourself.
GRADING SCALE
Grade
Score Point
Criteria
A
4 (89.5-100%)
SUPERB - Exceeded the standard
B
3 (79.5-89.4%)
PROFICIENT - Met the standard
C
2 (69.5-79.4%)
DEVELOPING - Student has key gaps in their understanding of the
standard
D
1 (59.5-69.4%)
NOVICE - Student is unable to demonstrate Proficient or Superb levels
without assistance
Incomplete
Incomplete
No evidence
Rubrics will be used for assignments ranging from presentations to papers. The 1-4 scale demonstrates their proficiency
in those areas. The percentages used for summative assessments in IC should be viewed relative to this scale as well.
● 1- Novice Learner knows part of the standard, but may still have learning to accomplish, misconceptions to clear
up and practice is needed. They are beginning to understand the standard.
● 2- Developing: Learner knows part of the standard, but still makes mistakes because confidence in their
knowledge is developing. More practice is needed to improve their confidence.
● 3- Proficient: Learner knows the standard, but might make a few small mistakes because they are human. They
are confident in their learning.
● 4- Superb: Learner knows the standard and can make connections to how this standard relates to other standards.
They make little to no mistakes and can justify their thoughts with background knowledge. They can transfer their
knowledge to similar, yet different scenarios.
GRADING & INFINITE CAMPUS
Instead of assignment headings like Ch.1 Quiz, you will see something like this 1. Id. Claim, 2. Weighing Evidence. This
is intended to demonstrate to students and parents alike exactly where a student is on given standard. Students can then
pinpoint their challenge areas, and retake the portion of the assessment that only targets that specific area. This option is
available on nearly every quiz. In this respect this grading system should help make grades more transparent and students
more empowered.
2023-2024 COURSE SYLLABUS
Extra Credit: You have enough work to do in the class without extra credit. Focus on developing proficiency on the
required standards instead of taking advantage of retakes, and prepping extensively for the projects.
Late/Incomplete Work form to your assignment before submitting it. You can find it on my website, in the sidebar,
and on Google Classroom. Late Forms will primarily be used on project stages. I do not accept late work for your
Ongoging Self Assessments (OSAs). My reason is that the whole purpose of the OSA is to prepare you for the
quizzes. Turning in OSAs after your quizzes then makes no sense. If you’re absent for a quiz, just turn in your OSA for
that week after your makeup quiz.
Ongoing Self-Assessment (10% of semester grade each semester)
● This will be a document you will receive in class at the start of each unit, almost always Monday, and it will be
submitted with your assignments from that week’s unit, stapled to the back. View it as a portfolio of your work,
and a chance to reflect on where you are succeeding, and where you need to better focus your efforts. The
reflections here should help considerably both with retakes and progressing through the semester.
AP SEMINAR COLLEGE BOARD ASSESSMENT OVERVIEW
Mock and Theme Based Assessments: 20% of Semester Grade (1st Sem.), 15% 2nd Semester
Students will engage in a theme based unit on Power and Participation, followed by a full mock up of their
Performance Task 1 where they will engage in inquiry, writing a report, and engaging in a team based
presentation. Their 1st semester final will be their Team Based Presentation.
After the AP Seminar exam on May 7th students will engage in a final thematic unit on Success. They will
implement the tools they learned throughout the year here in defining success on their own terms.
Performance Task 1 (PT1) Team Project and Presentation: 20% of AP Seminar Score, 70% 1st Semester Grade
Students collaborate as a team to identify an academic or real-world problem, question, or issue and conduct
initial research. They then identify approaches and perspectives, and divide responsibilities among group
members for individual research. Individually, students investigate an approach or perspective on the issue,
question, or topic. Each student presents his or her findings and analysis to the group in an individual report.
Then, working collaboratively, the team considers all research and analyses from individual team members for the
purpose of proposing one or more solutions or resolutions. Together, the team develops a multimedia presentation
that presents a convincing argument for the proposed solutions. Each team member then responds to a question
posed by the teacher about their work as a group.
Component
Weight
Individual research report
(1,200 words)
50% of 20% College Board Score
Team multimedia
presentation and defense
(8-10 minutes, + defense
questions)
50% of 20% College Board Score
2023-2024 COURSE SYLLABUS
Performance Task 2 (PT2) Individual Research-Based Essay and Presentation: 35% of AP Seminar Score + 45%
2nd Semester Grade
On or around Jan. 2 of each year, the College Board will release academic, cross-curricular source material (texts)
focused on a theme or topic representing a range of perspectives from each of the following domains: Natural
Sciences, Technology, Mathematics, Environment, Social Sciences, Politics, Economics, Psychology, Arts (Visual
Arts, Music, Dance, Theater), Culture, Languages, Linguistics, History, Literature, Philosophy, Critical
Theory/Criticism, Quantitative data, visual text, or multimedia will be represented in the texts.
Students read and analyze the provided stimulus materials to identify thematic connections among the sources and
possible areas for inquiry. They compose a research question prompted by their analysis of the stimulus material.
They then gather additional information through research; analyze, evaluate, and select evidence; and develop a
logical, well-reasoned argument of 2,000 words. The final paper must refer to and incorporate at least one of the
sources provided.
Students then deliver a 6–8 minute presentation of their findings. Finally, students defend their research process,
use of evidence, and conclusion through oral responses to two questions asked by the teacher.
Component
Scoring Method
Weight
Individual written
argument (2,000 words)
College Board scored
70% of 35% College Board Score
Individual multimedia
presentation (6–8
minutes)
Teacher scored
20% of 35% College Board Score
Oral defense (two
questions from the
teacher)
Teacher scored
10% of 35% College Board Score
End-of-Course Exam (EOC, 2 Hours) | 45% of AP Seminar Score, 30% 2nd Semester Grade
Component
Scoring Method
Weight
Understanding and
analyzing an argument (3
short-answer questions);
suggested time: 30
minutes
College Board scored
30% of 45% College Bd. Score
Evidence-based
argument essay (1 long
essay); suggested time:
90 minutes
College Board scored
70% of 45% College Bd. Score
*Find out more about each of these tasks on the course website here.
2023-2024 COURSE SYLLABUS
REQUIRED MATERIALS
Computer - bring to class every day
A binder with binder section dividers for this class (Class Assignments, Handouts, Warmups, Your Choice)
Lined binder paper
Pencils and pens (black or blue only please)
BEHAVIOR EXPECTATIONS
The following are a few of the more notable expectations students will follow:
1. Be on time physically and mentally.
2. Treat others with respect at all times, especially when confronting ideas different than your own.
3. Be on task, and offer help to others if you finish early.
4. Keep your electronic devices hidden and silent unless the instructor approves use.
5. Adhere to the JFK expectations of academic integrity.*
AP CAPSTONE™ POLICY ON PLAGIARISM AND FALSIFICATION OR FABRICATION OF INFORMATION
Participating teachers shall inform students of the consequences of plagiarism and instruct students to ethically use and acknowledge
the ideas and work of others throughout their course work. The student’s individual voice should be 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.
FINAL NOTE
Please note that after teaching 20 years I have learned that every group of students is different. With that in mind,
I reserve the right to change policies indicated above at any time during the semester. Before these changes occur
though I will be sure to communicate those changes with the students in advance, and announce those changes
using Google Classroom and where possible, on my website.
I want to end saying what an honor it is teaching you this year. Please consider me your advocate here at Kennedy
High School. You have a support system here at Kennedy as well as at home. Remember that and it will be a good
year
2023-2024 COURSE SYLLABUS
AP Seminar Executive Summary
This executive summary of the Syllabus is meant for your binder. The full syllabus can be accessed on my website here
under General Resources.. Please access and read closely. Once you and your parent have done so, please complete the
Syllabus Verification form on Google Classroom where the full Syllabus can also be found.
● Keep this page in your binder and have it with you throughout the year.
● Be ready to take risks. We’re all going to be wrong at some point this semester, and likely at multiple points. Let’s
grow from that.
● Your grade will be based on the standards related to this course alone. Formative assessments, which are
practice-based, will not be graded.
● The Mock and Thematic Units represent 20% of your overall grade 1st semester, and 15% 2nd semester.
● Performance Task 1 (PT1) consists of an individual report, a team multimedia presentation based on your
collective inquiry. Semester 1 will end with that presentation.
● PT1 represents 70% of your 1st semester grade. PT1 will be assessed by your instructor and represent
20% of your College Board AP Seminar score.
● PT 2 consists of an individual written argument using sources provided by the College Board along with
an individual presentation and oral defense based on your own inquiry.
● PT 2 represents 45% of you 2nd semester grade. It will be assessed by your instructor, and will cover
35% of your College Board AP Seminar score.
● Your End of Course exam will represent 30% of your 2nd semester grade, but it will be a mock up of the
assessment you will be taking with the College Board on May 7th. It constitutes 45% of your College
Board AP Seminar score. It also represents the last 2 of the 6 assessments that cover your composite AP
Seminar score.
● Retakes (on summative assessments) are an integral part of the class. Take advantage of them and build your
proficiency in all the required standards. Retakes will be offered on Wednesdays during B Lunch or before
school at 7:30.
● The work will largely consist of preparing for the performance tasks. Some of that will need to be done
outside of class, but I will provide extensive time in class as well to prepare.
● Some projects are group projects, so please be ready to work as part of a diverse team.
● Class assignments and some course material will be posted on Google Classroom, but many more resources
beyond these to help better prepare you will be on the class website found here..
● Late work will not be accepted without a completed Late/Incomplete form attached. You can find the Late
Forms on my website on the left-hand side under General Resources, or on Google Classroom.
● I do not accept Late Work for OSAs. OSAs represent 10% of your grade 1st and 2nd semester.
● Please check your student email, and Google Classroom each evening. I also send messages through Remind
frequently.
● Remember above all, that I am your advocate here, but in order to fight for you, I need you to be open with
me about how I can best do that. We’re part of a team.
Again, please fill out the Syllabus Verification Form on Google Classroom to ask any questions or express any concerns
about the course. You can also email me anytime at [email protected] or call me at 916-395-5090 Ext. 506304.
Scan the QR code to access the full
class syllabus.