AP Capstone Research

Course Audit Syllabus 2015-2016

Overview:
As the second course in College Boards Capstone program, Advanced Placement Research shifts focus
from using research tools for evaluation and the forming of arguments to actively employing those skills,
strengthening them and becoming a voice in an academic community. In this class, the student will take charge over
their own topic of inquiry, explore the dimensions of that chosen field and will emerge with a unique understanding
and contribution to the discipline they have chosen. Like Seminar, Research promises to guide students on their own
learning path rather than deliver information outright as many traditional classes do. Independence is a cornerstone
of the program, getting students ready for research at the university level. Self- assessment, time management and
research are all managed by the student. As such, the class is fluid and differentiated according to the progress, pace
and unique circumstances of each individual. It is important to understand that the prefix in the word research
means to repeat, as research in this class will often lead to dead ends, rewrites and rethinking a topic. The program is
designed to accommodate for these inevitable and essential redirections as they are indicative of thorough
understanding and discovery.
College Board's Course Description:
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 40005000 words (accompanied by a performance or
exhibition of product where applicable) and a presentation with an oral defense.

Curriculum Framework:
The course is organized around the elements of QUEST and skills are recursive, working in conjunction
with each other and perfected throughout the year. For each element of QUEST, standards addressing what longterm skills(Enduring Understanding) students will acquire, what the students are required to know at the end of the
lesson (Essential Knowledge) and what the student will be able to do at the close of the unit (Learning Objectives)
are addressed.
Q -Question and Explore
U - Understand and Analyze Arguments
E - Evaluate Multiple Perspectives
S - Synthesize Ideas
T - Team, Transform, and Transmit
Required Assessments:
Academic Paper
College Board requires that each student writes an academic paper worth 75% of their AP score. Students
will choose their own subject matter and develop an appropriate angle and addition to the academic conversation

using evidence from thorough research. The paper must be between 4,000-5,000 words long, not including a formal
bibliography and appendices. Required sections of the paper, including proper topics of inquiry will be explained in
the first week of class.
Oral Defense
A 15-20 minute oral defense given by the student on the topic of the research paper must be presented in
front of a panel. This comprises 25% of the AP score for the class and must include a question and answer session.
PREP (Process and Reflection Portfolio)
Each student must showcase their work throughout the year in a PREP journal which will be comprised of
both required elements for the paper and additional pieces created by the instructor for classroom grades and needed
lessons. Documentation regarding consultants, permission forms and self-reflective feedback logs are also required
components of the PREP journal.
Inquiry Proposal Form
Even though the Inquiry Proposal Form is no longer required to be submitted to College Board for
approval, this is an essential product needed to assess the feasibility, impact and content of the project. A student
may not move forward with their proposed topic without approval of this form by the instructor.
Plagiarism and Ethics Test
Before students are able to start assembling their papers, they are required to pass a rigorous exam on
plagiarism and ethics designed by the instructor. Students may not move beyond their current state or research
before these exams are passes with at least an 80%.
Important Due Dates:
Even though some deadlines for this class will be staggered depending of the individual project and
research process, there are times when hard deadlines will apply.
*Inquiry Proposal Form: No later than November 30th
*Staggered Deadlines for Academic Papers between February 29th March 11th
*Oral Defense Presentations after school from March 28 th April 15th
The grade for the Academic Paper and the Oral Defense must be uploaded to College Board by April 30 th
Plagiarism Policy:
College Boards 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 students 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 Written Team
Report will receive a group score of 0 for that component of the Team Project and Presentation.
Course Texts:
Barone, Tom, and Elliot W. Eisner. Arts Based Research. Los Angeles: SAGE, 2012. Print.
Flick, U. Introducing Research Methodology: A Beginners Guide to Doing a Research Project. Los Angeles, CA:
SAGE Publications, Inc. 2011. Web.
Palmquist, Mike. The Bedford Researcher. 4th ed. Boston, MA: Bedford/St. Martins, 2012. Web.
Curriculum Sequence:
The time frames in this breakdown are approximate and the activities are highlights, rather than complete
lesson plans as the class needs to be flexible to accommodate for the varied styles, topics and peculiarities of each
researcher.

Introduction to Class
Timing: 1-2 weeks/Aug-Sept
In this shorter unit, students will become familiar with the expectations of the AP Research class, analyze samples
and rubrics and reflect on skills required for this class.
EU: 1.1; 1.2; 1.3; 1.4; 4.3

LO: 1.1D; 1.2A; 1.3A; 1.4B

EK: 1.1D2,3; 1.2A1; 1.3A1; 1.4B1

Materials:
Syllabus
Consultant forms
QUEST/Big Ideas printout
Sample Papers (completed formal papers provided by College Board and NCUR, annotated bibliography)
Sample Rubrics for both the paper and the oral defense
Topics Color Wheel Activity
PREP Journal Sample
Bridge from Seminar Activity
Activities/Lessons:
How to annotate using the sample rubrics and sample papers
Socratic Seminar: Sample Papers and the Rubric
Creation of PREP Journal
Evolving from Seminar to Research (Bridge Activity)
Areas of Study (Color Wheel Activity)
PREP Journal Components:
Tabs must include:
*Lesson Notes
*Methods

*Articles/Research Material with Annotations and My Notes one new source or 6-10 pages of
new material must be added at least every week until the 5th unit with notes and annotations. If a
student is using one large book, 6-10 pages of that book will meet this requirement.
*Continual Annotated Bibliography one new source must be added to this annotated
bibliography at least once every two weeks if not otherwise assigned until the last unit.
*Self-Reflection Students must write a new entry about their research at least once every week
until the 5th unit.
*Peer Reviews A peer review is required for all new components of the paper. There must be at
least three peer reviews logged in the PREP journal per unit.
*Rubrics
Formative Assessments:
PREP Journal Set Up
Annotations for 3-6 articles or research material
Summative Assessments:
Self-Reflection entry regarding the bridge from Seminar to Research
Sources:
Color wheel activity developed by V. Boix Mansilla, Interdisciplinary and Global Studies Project, Harvard Project
Zero
College Board. "Activity I: Bridging the AP Seminar Course to the AP Research Course." Welcome to . . . AP
Research. N.p.: College Board, 2015. 108-09. Print
"Welcome to the Purdue OWL." Purdue OWL: Annotated Bibliographies. Purdue University, n.d. Web. 13 Aug.
2015. <https://owl.english.purdue.edu/owl/resource/614/01/>.
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Brainstorming/Picking an Area of Concentration
Timing: 3-4 weeks/September
In this unit, students will be learning how to explore areas of interest, how to assess the academic discussion already
in play in their chosen field and how to contribute their own voice to that discussion. By the end of this unit,
students should be completing their Inquiry Proposal Forms.
EU: 1.1; 1.2; 1.3; 1.4; 2.1; 2.2; 2.3; 3.1; 5.1
LO: 1.1C; 1.2A; 1.3A, B; 1.4B; 1.4C; 2.1B; 2.1C; 2.2A-D; 5.1A
EK: 1.1C1,2,3; D1,2,3,; E1,2; 1.2A2, 3; 1.3A2, 3, 4, 6; 1.3B1; 1.4B1-10; 1.4C1-3; 2.1B1-2; 2.1C1-2; 2.2A1
Materials:
Laptops/Media Center Access
Search Engines Lesson
Two-column Notes Handouts/Presentation
CRAAP, SMARTer Search Handouts/Presentation
Annotated Bibliography Template

MLA, APA, Chicago Style Mini-Lesson

Peer Review Personalities Video
Peer Review Template
Activities:
Topics and Brainstorming
*Socratic Seminar (question format)
*List of at least fifty topics
* Hats activity
LAB: Annotating/Two-Column Notes for PREP Journal (3-6 articles)
Assessing Sources
*PAARC Worksheet
*SMARTer Search Practice
Formative Assessment:
Brainstorming topics list
Notes for PREP Journal, evidence of PAARC being used
Peer Review of annotated bibliography
Summative Assessment:
Completed annotated bibliography with at least six entries
**From this point forward, students will be expected to show the PREP journal to the instructor when asked.
Students will be expected to have the components of the PREP journal ready for review regularly as listed in the
first unit.**
Sources:
College Board. "Activity II: Does It Pass the PAARC Test?." Welcome to . . . AP Research. N.p.: College Board,
2015. 42-43. Print
---. "Appendix 40: Peer Check-In Template." Welcome to . . . AP Research. N.p.: College Board, 2015. 335. Print
_____________________________________________________________________________________________
Assessing Sources, Hitting the Bullseye and Preparing for the Oral Defense
Timing: 4 weeks/October
This unit will develop critical thinking and enable students to discriminate between sources and narrow down a
feasible topic of inquiry. The principles and guidelines for oral presentations are introduced in this unit as well.
EU: 1.1; 1.2; 1.3; 1.4; 2.1; 2.2; 2.3; 3.1; 5.1; 5.2; 5.3
LO: 1.1C; 1.2A; 1.3A, B; 1.4B; 1.4C; 2.1B; 2.1C; 2.2A-D; 5.1A
EK: 1.1C1,2,3; D1,2,3,; E1,2; 1.2A2, 3; 1.3A2, 3, 4, 6; 1.3B1; 1.4B1-10; 1.4C1-3; 2.1B1-2; 2.1C1-2; 2.2A1; 2.2B16; 2.2C1; 2.2D1; 2.3A1; 2.3B1; 3.2A1-2

Materials:
Problem Statement Handout
Samples from AP Training Binder (Bullying) to find Problem Statement
Instructions for Poster Proposal/Elevator Speech
Sample videos of presentation guidelines
Cash Register activity
Bullseye Graphic (Focus, Scope, Value, Feasibility)
Literature Review Chart/They Say, I Say
Activities:
Identifying the Problem Statement in other works
Validity and Assumptions (Cash Register activity)
LAB: Has Your Question Already Been Answered?
LAB: Bullseye Graphic
Poster Proposal
Elevator Speech
Formative Assessments:
Annotated bibliography
Self-Reflection/WIPs
Bullseye Graphic
Summative Assessments:
Poster Proposal (prep for paper)
Elevator Speech (prep for performance)
Sources:
College Board. "Activity I: The Differences and Similarities among Definitions, Assumptions, and Hypothesis"
Welcome to . . . AP Research. N.p.: College Board, 2015. 46-48. Print
---."Activity I: Transforming a Topic or Issue into a Problem Statement. Welcome to . . . AP Research. N.p.:
College Board, 2015. 27-31. Print
---."Activity II: Transforming a Topic or Problem Statement into a Research Question." Welcome to . . . AP
Research. N.p.: College Board, 2015. 32-33. Print
---."Lesson 12: Formative Assessment: Poster Presentation and Elevator Speech" Welcome to . . . AP Research.
N.p.: College Board, 2015. 57-59. Print
---."Lesson 13: Big Idea 3: Evaluate Multiple Perspectives The Review of the Literature of the Field" Welcome to .
. . AP Research. N.p.: College Board, 2015. 60-65. Print
Rotman, Ethan. "Worst Presentation Ever.avi." YouTube. YouTube, 2 Feb. 2013. Web. 16 Aug. 2015.
<https://www.youtube.com/watch?v=69JZD60eR6s>.
"Worst Presentationeverstandalone." Worst Presentationeverstandalone. N.p., n.d. Web. 16 Aug. 2015.
<http://www.slideshare.net/misterel/worst-presentationeverstandalone>.

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Methods & Research and What the Experts Have to Say

Timing: 10 weeks/November-January
Inquiry Proposal Last Day November 30th
During this extensive unit, students have decided on a soft topic for their papers. Some may find that they may have
to alter their research approach at the start of the actual paper while others may find that their topics of inquiry are
sufficient. Students are becoming more aware of the methods used in the discipline they are working with and are
expected to adhere to them. An emphasis on avoiding plagiarism in this unit will aid in these endeavors.
Students will be interacting with their sources and/or consultants to generate a literature review that will be
fundamental in assessing the academic environment surrounding their topic. As with the previous units, students
may have to revise their method or some aspect of their research based on the new information they discover.
This stage is the longest and the one that requires that the students use all of their accumulated learning and
discoveries.
EU:1.1; 1.2; 1.3; 1.4; 2.1; 2.2; 2.3; 3.1; 4.1 4.5; 5.1-4
LO: 1.1; 1.2; 1.3A, B; 1.4B-D; 2.1B-C; 2.2A-D; 2.3A-B; 3.1A; 3.2A; 4.1A-B; 4.2A-B; 4.3A; 4.4A; 4.5A; 5.1A[R] ;
5.3; 5.4
EK: 1.2A1-3; 1.3A1-3 (1.3A4-7 as needed); 1.3B1-3 (1.3B4 as needed); 1.4B1-10; 1.4C1-3; 1.4D1-3; 2.1B1-2;
2.1C1-2; 2.2A1-3; 2.2B1-6; 2.2D1; 2.3A1; 2.3B1; 3.1A1-3; 3.2A1-2; 4.3A1-5; 4.4A1; 4.5A1; 5.1A1[R], A2 [R];
5.3C1-2; 5.4A1-B2
Materials:
November:
Copies of the College Boards Plagiarism Policy
Copies of the district/schools Plagiarism Policy
Copies of Plagiarism Test (Must pass this test with a B or higher to move on in Research)
Methodologies Handout
Lesson on Primary and Secondary Sources
Access to OWL Purdue (https://owl.english.purdue.edu/)
Samples and Statistics (slides from College Board)
Ethics and IRB Activity
December/January
Consultants Guidelines Revisited
They Say/I Say Templates and sample papers
Constructing Meaning from Multiple Sources
Activities:
November:
Ethics and Consultants Lesson/Quiz (must pass with a B or higher to move on in research)
Plagiarism Lesson/Test (must pass with a B or higher to move on in research)
Methodologies (Quantitative versus Qualitative) re-examining color wheel
LAB: Re-working the Bullseye
December/January:
They Say/I Say individual
Constructing Meaning from Multiple Sources short presentation on findings
Formative Assessments:
Annotated bibliography referencing at least two primary sources

Self-Reflection entries concerning methodologies, validity, ethics of research and any changes made to
overall proposal
Justification for methodology used
They Say/I Say worksheet
Constructing Meaning worksheet
Summative Assessments:
Inquiry Proposal Form completed and approved
Literature Review completed
Plagiarism Test
Ethics Test
Sources:
College Board. "Activity I: Checking for Ethical and Safe Research Practices" Welcome to . . . AP Research. N.p.:
College Board, 2015. 87. Print.
---. "Activity I: Engage with Methods: Qualitative, Quantitative, and Mixed" Welcome to . . . AP Research. N.p.:
College Board, 2015. 82-83. Print.
---.. "Activity II: Revising the Method to Be Ethical and Safe: Asking the Right Questions" Welcome to . . . AP
Research. N.p.: College Board, 2015. 88. Print.
---."Appendix 20: Sample IRB Application" Welcome to . . . AP Research. N.p.: College Board, 2015. 280-285.
Print.
---."Lesson 13: Big Idea 3: Evaluate Multiple Perspectives The Review of the Literature of the Field" Welcome to .
. . AP Research. N.p.: College Board, 2015. 60-65. Print.
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Writing and Rewriting, Putting it all Together
Timing: 8 weeks/February April
Staggered Deadlines for Academic Papers between February 29th March 11th
Oral Defense Presentations after school from March 28 th April 15th
By this point in the course, students will be finishing drafts and peer reviewing in order to assure that conventions
and formats are aligned to the formal nature of the paper and the discipline appropriate for the topic. Students will
also be rehearsing their presentations.
EU: 1.4; 2.2; 3.1; 3.2; 4.-5; 5.1; 5.3; 5.4
LO:1.4B-D; 2.2A-D 3.1A; 3.2A; 4.1A-B; 4.2A-B; 4.3A; 4.4A; 4.5A; 5.1A-F; 5.3A; 5.4A-B
EK: 1.4B1-10; 1.4C1-3; 1.4D1-3; 5.1A1-2; 5.1B1-4; 5.1C1- 5.1F2; 5.3A1-4; 5.3C1-2; 5.4A1-B2
Materials:
Rubric-based checklist for peer review
Post-Paper Outline for Self-Reflection
Peer Review Worksheets
Oral Defense Sample Videos
List of possible oral defense questions
Activities:

One-on-one conferences with teacher

Peer Review sessions with written feedback for both paper and oral defense practices
Revision and rubric checklist completed
Practice for oral defense with classmate
Formative Assessment:
Checklists completed
PREP Journal Self-Reflection
Summative Assessment:
Completed paper
Peer Review Completed
Sources:
College Board. "Lesson 30: Big Idea 5: Practice and Peer Review Makes Perfect" Welcome to . . . AP Research.
N.p.: College Board, 2015. 132-135. Print.
"Ethical Quandaries of Space Colonization and How Humans Can Flourish on Many Worlds." YouTube. YouTube,
15 Aug. 2011. Web. 16 Aug. 2015. <https://www.youtube.com/watch?v=jZjo3gzFT1A>.
"LGBT Homeless Youth in Boston, MA: Experiences Regarding Resources and Potential Barriers." YouTube.
YouTube, 29 Aug. 2013. Web. 16 Aug. 2015. <https://www.youtube.com/watch?v=fuoCb1sdQOw>.
"Virtual Ideals: The Effect of Video Game Play on Male Body Image." YouTube. YouTube, 9 Aug. 2012. Web. 16
Aug. 2015. <https://www.youtube.com/watch?v=OLITHg9IhwQ>.
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After April 30th
May 2nd 13th Advanced Placement Exams
May 16th 26th Students will create a short presentation (recorded or live) to deliver to the Seminar students who
are coming into the class in the next year about the components of the class, the expectations and any tips they
would like to share about mastering the class.
Mondays and Tuesdays for half of April and May are special half-day Super Testing Days designed to
accommodate for the states exams. Students take sessions during these days to review for their upcoming AP or
state exams. On any remaining days that students are present will help design a presentation to deliver to the
Seminar students about the Research class which will be given during their week of finals in place of a final exam in
the class. Depending on when seniors have their last day, they will have one to two weeks to complete the
presentation in groups.