UnitTitle:

QuestionsandAnswers:EducationandReeducation
GradeLevels:
11

Topic/SubjectAreas:
APSeminar

KeyWords:
EducationandPenalSystems
Stage1
BriefSummaryofUnit(includingcurricularcontextandunitgoals):
InthesecondunitoftheSeminarcourse,studentswillcontinuetheirdevelopmentinapplyingtheQUESTskillstotheirresearchandargumentation.Unit2willfocuslargelyonQuestion
andExplore,andstudentswillbeguidedinhowtoformaneffectiveresearchquestionandhowtomaneuveraroundtheenormousamountofavailableinformationtoselectthemost
effective,reliable,andrelevantevidence.Studentswillexperimentwithresearchskills,employingintentionalkeywordsearches,utilizingacademicdatabases,andeffectivelytrackingtheir
researchwithcompleteMLAcitations.
Theguidingtopicforthisunitrevolvesaroundalargerconceptofeducation,alsoencompassingstructuresdesignedtoreeducateorrehabilitate,andstudentswillberesearchinnovationsin
thesestructures.
Asaculminatingtask,studentswillcreateaneffectiveresearchquestionwithintheguidingunittopicand,ingroups,performresearchusingtheskillstheyhavegainedduringtheunitand
gathersourcesthatwouldeffectivelyhelpthemanswertheirresearchquestion.Theywillthenconstructawelldevelopedannotatedbibliography

EssentialKnowledge
EK1.1B1:Strongresearchquestionsareopenendedandleadtoanexamination,takingintoaccountthecomplexityofaproblemorissue.
EK1.1B2:Theinquiryprocessallowsonetodrawuponcuriosityandimaginationtoengagewithideasorexploreapproachestocomplexissues.
EK1.2A3:Inquiryconfirmsorchallengesonesexistingunderstandings,assumptions,beliefs,and/orknowledge.
EK1.3A1:Informationusedtoaddressaproblemmaycomefromvarioussecondarysources(e.g.,articles,otherstudies,analyses,reports)and/orprimarysources(e.g.,originaltextsandworks,materialculture,orpersonallycollected
datasuchasfromexperiments,surveys,questionnaires,interviews,observations,personalnarratives).
EK1.3A2:Onlinedatabases(e.g.,EBSCO,ProQuest,JSTOR,GoogleScholar)andlibrariescatalogandhousesecondaryandsomeprimarysources.
EK.1.3A3Advancedsearchtools,Booleanlogic,andkeywordsallowresearcherstorefine,focus,and/orlimittheirsearchesbasedonavarietyoffactors(e.g.,date,peerreviewstatus,typeofpublication).
EK1.3B1Thescopeandpurposeofresearchandthecredibilityofsourcesdeterminethevalidityandreliabilityoftheconclusion(s).
EK1.3B3:Determiningthecredibilityofasourcerequiresconsideringandevaluatingthereputationandcredentialsoftheauthor,publisher,siteowner,and/orsponsorunderstandingandevaluatingtheauthorsperspectiveandresearch
methodsandconsideringhowothersrespondtotheirwork.Scholarlyarticlesareoftenpeerreviewed,meaningtheresearchhasbeenreviewedandacceptedbydisciplinaryexperts.
EK1.4A1:Thewaytheproblemisposed,situated,framed,orcontextualizedwillguidetheinquiryprocessandinfluencethetypeofinformationneededandtheappropriatemethodofgatheringit.
EK2.1B2:Artisticworks(e.g.,painting,film,music,dance)conveyaperspective.Analysisofawork'scontext,subject,structure,style,andaestheticiscriticaltounderstandingitsaims.
EK2.2B2:Writersusequalitativeand/orquantitativeevidence(e.g.,facts,data,rants,observations,predictions,explanations,opinions)tosupporttheirclaims.Evidencehasvaryingdegreesofvalidity.
EK2.2B4:Writersappealto(orpossiblymanipulate)readersthroughavarietyofstrategiesandtechniques(e.g.,language,authority,qualifiers,fallacies,emphasis).
EK3.2A1:Criticalthinkersareawarethatsomeargumentsmayappealtoemotions,corevalues,personalbiasesandassumptions,andlogic.
EK4.1A7:Alineofreasoningisorganizedbasedontheargumentspurpose(e.g.,toshowcausality,toevaluate,todefine,toproposeasolution).
EK4.2A1:Evidencecanbecollectedfromprintandnonprintsources(e.g.,libraries,museums,archives),experts,ordatagatheredinthefield(e.g.,interviews,questionnaires,observations).
EK4.2A3:Evidenceischosenbasedonpurpose(e.g.,toalignanargumentwithauthoritytodefineaconcept,illustrateaprocess,orclarifyastatementtosetamoodtoprovideanexampletoamplifyorqualifyapoint).
EK5.2A1:Knowingandcommunicatingonesstrengthsandchallengestoagroupallowsonescontributionstobemoreeffective.
EK5.2B1:Teamsarebuiltaroundtasks.Lowriskteambuildingactivitiesandsimulationsenhanceateamsperformance.
EK5.2B2:Teamsfunctionattheirbestwhentheyunderstandthediversityoftheirsocialculturalperspectives,talents,andskills.
EK5.2B3:Teamsfunctionattheirbestwhentheypracticeeffectiveinterpersonalcommunication,consensusbuilding,conflictresolution,andnegotiation.
EK5.2B4:Effectiveteamsconsidertheuseofonlinecollaborativetools

EnduringUnderstandings

EU1.1:Personalinterestandintellectualcuriosityinspireinvestigationoftopicsorissuesthatmayormaynotbeclearlydefined.Awellcraftedinvestigationexploresthecomplexityofanissueortopic.Furtherinquirycanleadto
unexpectedconclusions,resolutions,innovations,orsolutions.
EU1.2:Strengtheningunderstandingofaconceptorissuerequiresquestioningexistingideas,usingwhatisknowntodiscoverwhatisnotknow,andmakingconnectionstopriorknowledge.
EU1.3:Theinvestigativeprocessisaidedbytheeffectiveorganization,management,andselectionofsourcesandinformation.Appropriatetechnologiesandtoolsenablethescholartobecomemoreefficient,productive,andcredible.
EU1.4:Therearemultiplewaystoinvestigatequestions,problems,andissues.Methodsshouldbealignedwiththepurposeoftheinquiry.
EU2.1Authorsexpresstheirperspectivesand/orargumentsthroughtheirworks.Thefirststepinevaluatinganauthorsperspectiveorargumentistocomprehendit.Suchcomprehensionrequiresreading,viewing,listeningandthinking
critically.
EU2.2Authorschooseevidencetoshapeandsupporttheirarguments.Readersevaluatethelineofreasoningandevidencetodeterminetowhatextenttheybelieveoracceptanargument.
EU3.2Notallargumentsareequalsomeargumentsaremorecredible/validthanothers.Throughevaluatingothersarguments,personalargumentscanbesituatedwithinalargerconversation
EU4.1Scholarlyworksconveyperspectivesanddemonstrateeffectivelinesofreasoningthathavebeenselectedfortheintendedaudience,purpose,andsituation.
EU4.2Scholarsresponsiblyandpurposefullyengagewiththeevidencetodevelopacompellingargumentoraestheticrationale.
EU5.2Teamsaremosteffectivewhentheydrawonthediverseperspectives,skills,andbackgroundsofteammemberstoaddresscomplex,openendedproblems
LearningObjectives

LO1.1B:Posingcomplexquestionsandseekingoutanswersthatreflectmultiple,divergent,orcontradictoryperspectives.
LO1.2A:Retrieving,questioning,organizing,andusingpriorknowledgeaboutatopic.
LO1.3A:Accessinginformationusingeffectivestrategies.
LO1.3B:Evaluatingtherelevanceandcredibilityofthesourceofinformationanddatainrelationtotheinquiry.
LO1.4A:Identifyingtheinformationneededandselectingappropriatestrategiestofindorcollectit.
LO2.1BSummarizingandexplainingthemainideaoraimwhileavoidingfaultygeneralizationsandoversimplification.
LO2.2BDescribingandanalyzingtherelevanceandcredibilityofevidenceusedtosupportanargument,takingcontextintoconsideration.
LO3.2AEvaluatingobjections,implications,andlimitationsofalternate,opposing,orcompetingperspectivesorarguments.
LO4.1AFormulatingacomplexandwellreasonedargument.
LO4.2AInterpreting,using,andsynthesizingqualitativeand/orquantitativedata/informationfromvariousperspectivesandsources(e.g.,primary,secondary,print,nonprint)todevelopandsupportanargument.
LO5.2AProvidingindividualcontributionstooverallcollaborativeefforttoaccomplishataskorgoal.
LO5.2BFosteringconstructiveteamclimate,resolvingconflicts,andfacilitatingthecontributionsofallteammemberstoaddresscomplex,openendedproblems.

EssentialQuestions
Howdoesthecontextofaproblemorissueaffecthowitisinterpretedorpresented?(1)
Howmightothersseetheproblemorissuedifferently?(1)
Whatquestionshaveyettobeasked?(1)
HowdoesmyresearchquestionshapehowIgoabouttryingtoanswerit?(1)
WhatkeywordsshouldIusetosearchforinformationaboutthistopic?(1)
Whatvoicesorperspectivesaremissingfrommyresearch?(1)
Whymighttheauthorviewtheissuethisway?(2)
Fromwhoseperspectiveisthisinformationbeingpresented,andhowdoesthataffectmyevaluation?(3)
HowcanIexplaincontradictionswithinorbetweenarguments?(3)
Whatisthebestwaytoacknowledgeandattributetheworkofothersthatwasusedtosupportmyargument?(4)
WhatcontributionscanIoffertoateam?(5)
Stage2
SourcePacket:Stimulusmaterialpreview
Materials

FormativeAssessments:

FormingResearchQuestionsActivity:Studentswillpracticecreatingquestionsaswellasrefiningresearchquestions.
SlidesPresentation:
FormingResearchQuestions
(Dolk.Untitled.HaldenPrison.Halden,Norway.
In&Out
.Web.20August,2015.)
Handout
Researchquestionlist

CreatingQuestions:Usingknowledgegainedfromthepreviouslesson,studentswillexaminealistoftopicsandcreateresearchquestionsbasedontheprovidedtopics
SlidesPresentation:
CreatingQuestions
Handout:
ExaminingYourQuestion
Resources:
APAC:AnAlternativeVisionforPrisonersfromBrazil.JusticeMakers.InternationalBridgestoJustice,2008.Web.30Aug.2015.
Aristotle,andWilliamEllis.ThePoliticsOfAristotle:ATreatiseOnGovernment.[WaihekeIsland]:TheFloatingPress,2009.eBookCollection(EBSCOhost).Web.30
Aug.2015
Bailey,StanleyandMichellePeria.RacialQuotasandtheCultureWarinBrazilianAcademia.
SociologyCompass
.4.8(2010):592604.
Downie,Andrew.InBrazil,MoreUniversitiesMakeTransitiontoStandardizedGovernmentEntranceExam.
TheGlobalChronicle
.2Nov.2010.Web.30Aug.2015
Larson,Doran.WhyScandinavianPrisonsareSuperior.
TheAtlantic.
24Sep,2013.Web.30Aug.2015.
TheMortarboardBoom.
TheEconomist
.25Sep.2012.Web.30Aug.2015.
Pelaez,Vicky.ThePrisonIndustryintheUnitedStates:BigBusinessoraNewFormofSlavery?
ElDiarioLaPrensa
.10Mar.2008.Web.30Aug.2015.
Sterbenz,Christina.WhyNorwaysPrisonSystemissoSuccessful.
BusinessInsider
.11Dec.2014.Web.20Aug.2015.
Topiclist:
PrivateprisonsintheU.S.
PublicUniversitiesinBrazil
RehabilitationinScandinaviancountries
Schooluniforms
Standardizedtests
Zerotoleranceinschools
Indicators:

EK1.1B1:Strongresearchquestionsareopenendedandleadtoanexamination,takingintoaccountthecomplexityofaproblemorissue.
EK1.1B2:Theinquiryprocessallowsonetodrawuponcuriosityandimaginationtoengagewithideasorexploreapproachestocomplexissues.

PreResearchJournal:Followingthecreationoftheirgroupsresearchquestion,studentsshouldjournalandrecordtheirpreviousknowledgeofthetopicaswellaspredictpossibleoutcomes
oftheirresearch.Thiswillactasareferenceforstudentsoncetheycompletetheirunitassessmentsandneedtowritetheirreflection.
Handout:
PreResearchJournal
Indicators:

EK1.2A3:Inquiryconfirmsorchallengesonesexistingunderstandings,assumptions,beliefs,and/orknowledge.

Researchdays:Studentswillreviewresearchtechniquesandhowtoidentifysourcestouse.
SlidesPresentation:
Research
Booleanoperatorsinfo

Indicators:

EK1.3A1:Informationusedtoaddressaproblemmaycomefromvarioussecondarysources(e.g.,articles,otherstudies,analyses,reports)and/orprimarysources(e.g.,originaltextsandworks,materialculture,or
personallycollecteddatasuchasfromexperiments,surveys,questionnaires,interviews,observations,personalnarratives).
EK1.3A2:Onlinedatabases(e.g.,EBSCO,ProQuest,JSTOR,GoogleScholar)andlibrariescatalogandhousesecondaryandsomeprimarysources.
EK.1.3A3Advancedsearchtools,Booleanlogic,andkeywordsallowresearcherstorefine,focus,and/orlimittheirsearchesbasedonavarietyoffactors(e.g.,date,peerreviewstatus,typeofpublication).
EK1.3B1Thescopeandpurposeofresearchandthecredibilityofsourcesdeterminethevalidityandreliabilityoftheconclusion(s).

GroupNorms:Studentswillselectgroups,gothroughagroupnormactivity,andsetgoalsfortheirgroupproject.Iftimeallows,groupswillselecttheirtopicandpolishtheirquestion.
Handout:
GroupNormshandout
Indicators:

EK5.2A1:Knowingandcommunicatingonesstrengthsandchallengestoagroupallowsonescontributionstobemoreeffective.
EK5.2B1:Teamsarebuiltaroundtasks.Lowriskteambuildingactivitiesandsimulationsenhanceateamsperformance.
EK5.2B2:Teamsfunctionattheirbestwhentheyunderstandthediversityoftheirsocialculturalperspectives,talents,andskills.
EK5.2B3:Teamsfunctionattheirbestwhentheypracticeeffectiveinterpersonalcommunication,consensusbuilding,conflictresolution,andnegotiation.
EK5.2B4:Effectiveteamsconsidertheuseofonlinecollaborativetools

Annotatingday:

Studentswilllearnwhatanannotationandhowtoconstructone.Followingthis,studentswillworkoncreatingtheirownannotationsusingsourcestheyfoundduringtheir
research.
SlidesPresentation:
AnnotatedBibliographies
Indicators:

EK13B3:Determiningthecredibilityofasourcerequiresconsideringandevaluatingthereputationandcredentialsoftheauthor,publisher,siteowner,and/orsponsorunderstandingandevaluatingtheauthors
perspectiveandresearchmethodsandconsideringhowothersrespondtotheirwork.Scholarlyarticlesareoftenpeerreviewed,meaningtheresearchhasbeenreviewedandacceptedbydisciplinaryexperts.
EK1.4A1:Thewaytheproblemisposed,situated,framed,orcontextualizedwillguidetheinquiryprocessandinfluencethetypeofinformationneededandtheappropriatemethodofgatheringit.
EK2.1B2:Artisticworks(e.g.,painting,film,music,dance)conveyaperspective.Analysisofawork'scontext,subject,structure,style,andaestheticiscriticaltounderstandingitsaims.
EK4.1A7:Alineofreasoningisorganizedbasedontheargumentspurpose(e.g.,toshowcausality,toevaluate,todefine,toproposeasolution).
EK4.2A1:Evidencecanbecollectedfromprintandnonprintsources(e.g.,libraries,museums,archives),experts,ordatagatheredinthefield(e.g.,interviews,questionnaires,observations).
EK4.2A3:Evidenceischosenbasedonpurpose(e.g.,toalignanargumentwithauthoritytodefineaconcept,illustrateaprocess,orclarifyastatementtosetamoodtoprovideanexampletoamplifyorqualifya
point).

SectionIPartBOutlining:StudentswillreadtwoarticlesfromtheEndofCourseexamfrompreviousyearsandexaminestudentsamples.Studentswillthenworkwithteacherfound
sourcestooutlinehowtorespondtotheexamprompt.
SlidesPresentation:
SectionIPartB
Studentexamplepdf
Handouts:
VennDiagram
SectionIPartBPracticeText1
SectionIPartBPracticeText2
Indicators:

EK2.2B2:Writersusequalitativeand/orquantitativeevidence(e.g.,facts,data,rants,observations,predictions,explanations,opinions)tosupporttheirclaims.Evidencehasvaryingdegreesofvalidity.
EK2.2B4:Writersappealto(orpossiblymanipulate)readersthroughavarietyofstrategiesandtechniques(e.g.,language,authority,qualifiers,fallacies,emphasis).
EK3.2A1:Criticalthinkersareawarethatsomeargumentsmayappealtoemotions,corevalues,personalbiasesandassumptions,andlogic.


SummativeAssessments:
SectionI,PartB
Rubric
Indicators:

EK2.2B2:Writersusequalitativeand/orquantitativeevidence(e.g.,facts,data,rants,observations,predictions,explanations,opinions)tosupporttheirclaims.Evidencehasvaryingdegreesofvalidity.
EK2.2B4:Writersappealto(orpossiblymanipulate)readersthroughavarietyofstrategiesandtechniques(e.g.,language,authority,qualifiers,fallacies,emphasis).
EK3.2A1:Criticalthinkersareawarethatsomeargumentsmayappealtoemotions,corevalues,personalbiasesandassumptions,andlogic.

AnnotatedBibliography:Includeswellstructuredresearchquestion,outlinedargument,andannotatedsources
AnnotatedBibliographyRequirements
Rubric
Indicators:

EK1.1B1:Strongresearchquestionsareopenendedandleadtoanexamination,takingintoaccountthecomplexityofaproblemorissue.
EK1.1B2:Theinquiryprocessallowsonetodrawuponcuriosityandimaginationtoengagewithideasorexploreapproachestocomplexissues.
EK1.2A3:Inquiryconfirmsorchallengesonesexistingunderstandings,assumptions,beliefs,and/orknowledge.
EK1.3A1:Informationusedtoaddressaproblemmaycomefromvarioussecondarysources(e.g.,articles,otherstudies,analyses,reports)and/orprimarysources(e.g.,originaltextsandworks,materialculture,or
personallycollecteddatasuchasfromexperiments,surveys,questionnaires,interviews,observations,personalnarratives).
EK1.3A2:Onlinedatabases(e.g.,EBSCO,ProQuest,JSTOR,GoogleScholar)andlibrariescatalogandhousesecondaryandsomeprimarysources.
EK.1.3A3Advancedsearchtools,Booleanlogic,andkeywordsallowresearcherstorefine,focus,and/orlimittheirsearchesbasedonavarietyoffactors(e.g.,date,peerreviewstatus,typeofpublication).
EK1.3B1Thescopeandpurposeofresearchandthecredibilityofsourcesdeterminethevalidityandreliabilityoftheconclusion(s).
EK1.3B3:Determiningthecredibilityofasourcerequiresconsideringandevaluatingthereputationandcredentialsoftheauthor,publisher,siteowner,and/orsponsorunderstandingandevaluatingtheauthors
perspectiveandresearchmethodsandconsideringhowothersrespondtotheirwork.Scholarlyarticlesareoftenpeerreviewed,meaningtheresearchhasbeenreviewedandacceptedbydisciplinaryexperts.
EK1.4A1:Thewaytheproblemisposed,situated,framed,orcontextualizedwillguidetheinquiryprocessandinfluencethetypeofinformationneededandtheappropriatemethodofgatheringit.
EK2.1B2:Artisticworks(e.g.,painting,film,music,dance)conveyaperspective.Analysisofawork'scontext,subject,structure,style,andaestheticiscriticaltounderstandingitsaims.
EK4.1A7:Alineofreasoningisorganizedbasedontheargumentspurpose(e.g.,toshowcausality,toevaluate,todefine,toproposeasolution).
EK4.2A1:Evidencecanbecollectedfromprintandnonprintsources(e.g.,libraries,museums,archives),experts,ordatagatheredinthefield(e.g.,interviews,questionnaires,observations).
EK4.2A3:Evidenceischosenbasedonpurpose(e.g.,toalignanargumentwithauthoritytodefineaconcept,illustrateaprocess,orclarifyastatementtosetamoodtoprovideanexampletoamplifyorqualifya
point).
EK5.2A1:Knowingandcommunicatingonesstrengthsandchallengestoagroupallowsonescontributionstobemoreeffective.
EK5.2B1:Teamsarebuiltaroundtasks.Lowriskteambuildingactivitiesandsimulationsenhanceateamsperformance.
EK5.2B2:Teamsfunctionattheirbestwhentheyunderstandthediversityoftheirsocialculturalperspectives,talents,andskills.
EK5.2B3:Teamsfunctionattheirbestwhentheypracticeeffectiveinterpersonalcommunication,consensusbuilding,conflictresolution,andnegotiation.
EK5.2B4:Effectiveteamsconsidertheuseofonlinecollaborativetools

Stage3

August24thSeptember18th

Week

Monday(2periods)

Tuesday(1period)

Wednesday(1period)

1
August24th28th

GooverUnit1Assessments
FormingResearchQuestionsActivity

CreatingQuestions
Choosegroups

Pre/PostActivity
HowtoResearch
(Alternativesources)

2
August31stSeptember
4th

AnnotatingDay
IntroduceAnnotatedBibAssessment
GroupNormshandout
Research

Research

SectionIPartBIntroandStudent
Examples

3
September7th11th
Sept.7thHoliday
Sept.12th
NationsFestival

NoClass

SectionIPartBOutlining

Argumentoutlining

4
September14th18th

Exam:SectionIPartB

Polish

Reflection
AnnotatedBibliographyDue