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AP English 11   Tags: 11th grade, english  

Last Updated: Aug 30, 2017 URL: http://chadwickschool.libguides.com/american_ideals Print Guide RSS Updates

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Welcome

The purpose of this LibGuide is to assist students in AP English 11 with their American Ideals research. Students will be introduced to resources available from local public libraries.

 

American Education

USA. Photo. Britannica ImageQuest, Encyclopædia Britannica, 25 May 2016.
quest.eb.com/search/167_4037600/1/167_4037600/cite. Accessed 20 Dec 2016.
 

Assignment

American Ideals Final Fall Project

Essential Questions:
  • In the context of education, how "real" are America’s Ideals?
  • Where are the ethical dilemmas in education, and how can working to more deeply understand them develop my view on the purpose of education and my relationship with education?

We will take on broader national issues at the end of spring semester; however, at this point, your goal should be to transfer your semester understandings to a new context that is relevant to you and your daily life: how does analyzing and evaluating the tensions and themes we explored this semester help you to better understand and potentially help manage an issue that you and your community faces?

Feel free to take on one of the below topics or identify your own: Grade inflation or deflation, grading, holistic education versus college preparatory, part of the college application process, AP system, dependence on intrinsic versus extrinsic motivation, fear of failure, a particular wellness issue...Your topic should be concrete enough that you can research, learn more about it, and develop a hypothesis as a response to your developed question.

 Task and Process

1. Work backwards by taking advantage of an American Ideal as your starting place. How does that ideal relate to your life?

All Men are Created Equal (hierarchical versus egalitarian, factors within and beyond our control)

We the People (individual versus community responsibility)

Life, Liberty, and the Pursuit of Happiness (freedom versus order, promise versus peril)

 2. Generate a much narrowed research question about a problem that you feel is relevant to you.

Do the benefits of 1 to 1 laptop programs in high school outweigh the associated concerns?

3. Conduct scholarly research using reliable sources (minimum of 5) to better understand the “story” of your issue and multiple perspectives on it. Feel free to use the articles in the course reader as examples or starting places.

4. Based on your findings and reflections, develop and support a hypothesis response to your research question.

5. Choose how you would like to act on or test your findings; then do it (or at least begin to do it). This can take whatever form you want--big or small; your reflection on the process is most important.

 6. Create a Google site that documents this journey: you can articulate or demonstrate the below how you would like, but the final product should be clear, cohesive, thorough, and reflective:

  • overview of research (must include multiple perspectives) with work cited page

  • hypothesis

  • experience

  • new insights on the topic, and, most importantly, reflections on your experience and how this process deepened your understanding of this semester’s themes. 

Due: Final exam period-------Be sure to carefully chart out when you will accomplish each of the above stages. You will need time to execute your action and reflect on it.

Standard: Transfer ideas and skills to create a project that explores a self-generated question or problem.

4: Transfer ideas to new situations in a sophisticated way that uncovers innovative connections and ideas; Communication is artfully persuasive, clear, and organized.

3: Transfer ideas to new situations in order to demonstrate thoughtful, clear connections and ideas; communication is clear and organized.

2: Some transfer of ideas to new situations but connections or ideas may be superficial; may demonstrate a superficial understanding of the essential questions or material; communication is somewhat clear and organized.

1: May not clearly or consistently transfer ideas or may not have accurate connections or ideas; may not demonstrate an understanding of the essential questions or material; unclear communication indicates ineffective preparation.

 

Transfer

Applies themes, concepts, and skills from the class to another context in a sophisticated way (clear transfer in each section).

Question

Pursues a relevant, focused, debatable question that relates to the course American Ideals.

Research

Conducts sophisticated research that informs opinion.

Includes an accurate work cited page that lists credible sources used.

Provides a clear summary that includes multiple perspectives on the topic; content is

well-written and polished, using proper grammar and mechanics.

Action/

Experience

Effectively places the project’s theoretical ideas into action.  

Takes responsible risks when creating and executing the experience (action does not

need to be “successful,” just meaningful).

Conveys the experience clearly on the website; content is well-written and polished,

using proper grammar and mechanics.

Reflection



Demonstrates perceptive reflection on the process.

Demonstrates an understanding of the complexity of the topic.

Demonstrates self-knowledge, identifying how you felt during and after the experience and why.

Content is well-written and polished, using proper grammar and mechanics.

Technology

Website is well organized, user friendly, and visually appealing.

Organizational and creative choices enhance but do not overwhelm the purpose of the website.




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