1. 2007 AP Synthesis—MakinG the sources talk to each other
Prompt: Take a position on the effects of advertising.

2. Introductory Positions
Critics=propaganda
Advocates=prosperity and free trade
C.c. Evaluate multiple sources of information for accuracy, credibility, currency, utility, relevance, reliability, and perspective.

3. When I am evaluating your Socratic Seminar participation, I ask the following questions about participants. Did they….
Speak loudly and clearly?
Cite reasons and evidence for their statements?
Use the text to find support?
Listen to others respectfully?
Stick with the subject?
Talk to each other, not just to the leader?
Paraphrase accurately?
Ask for help to clear up confusion?
Support each other?
Avoid hostile exchanges?
Question others in a civil manner?
Seem prepared?

4. Socratic Seminar Tally Sheet
Name
Question
Extension
Follow/Clarify
Text. Refs.
D.2.g. Actively participate in small -group and large-group discussions assuming various roles.

5. “A” Level Participant
Participant offers enough solid analysis, without prompting, to move the conversation forward
Participant, through her comments, demonstrates a deep knowledge of the text and the question
Participant has come to the seminar prepared, with notes and a marked/annotated text  
Participant, through her comments, shows that she is actively listening to other participants
Participant offers clarification and/or follow-up that extends the conversation
Participant’s remarks often refer back to specific parts of the text.

6. “B” Level Participant
Participant offers solid analysis without prompting
Through comments, participant demonstrates a good knowledge of the text and the question
Participant has come to the seminar prepared, with notes and marked/ annotated text
Participant shows that he/she is actively listening to other and  offers clarification and/or follow-up

7. “C” Level Participant
Participant offers some analysis, but needs prompting from the seminar leader
Through comments, participant demonstrates a general knowledge of the text and question
Participant is less prepared, with few notes and no marked/annotated text
Participant is actively listening to others, but does not offer clarification and/or follow-up to others’ comments
Participant relies more upon his or her opinion, and less on the text to drive her comments

8. “D” or” F” Level Participant
Participant offers little commentary
Participant comes to the seminar ill- prepared with little understanding of the text and question
Participant does not listen to others, offers no commentary to further the discussion  
Participant distracts the group by interrupting other speakers or by offering off topic questions and comments.
Participant ignores the discussion and its participants

9. Opening Questions How can you…? Why would you…? When would you…?
When would you expect…?
Why do you think…?
What would you suggest…?
What is the problem with…?
What can you infer…?
How could you verify…?
What changes would you make to revise…?
Predict the outcome if…
Elaborate on the reason you…
Devise a way to…
How would you generate a plan to…?
What ideas validate…?

10. Try These ideas to ADD TEXTUAL Evidence…
Begin with a preface or qualifier
1. In Source C Culpa
2. In Source E Deception Detection Schrank writes
3. In Source A the visual text
Strong ACTION Verb
Quotation from source embedded here
Strong ACTION verb FOLLOWED by Paraphrase

11. Bellringer Day 1
Choose a side for this commercial and justify whether you view it as propaganda or prosperity/free trade.

12. Bellringer Day 2
How would a critic/advocate of advertising respond to this Super Bowl 49 commercial? Be sure to include a vocabulary word in your answer.

13. EXIT SLIP DAY 2
Choose 2 sources to correspond with the following visual text, and then, take a position on the effects of advertising. This may mean that you choose to directly quote the sources or simply paraphrase their claims as a part of yours. REMEMBER: Use one new vocabulary word in your claim.

14. Are you Lovin’ it?

15. Synthesis VERSUS DBQ--Similarities
Synthesis Essay
1. Use sources to support a thesis
2. Must cite sources
3. Read for 15 minutes (suggested)  
4. Do not simply paraphrase -- no "laundry list"  
5. Must "enter into a conversation"  
6. Consider the author's purpose, audience, and point of view  
7. Must develop a clear, organized argument
Document-Based Question
1. Use documents to support a thesis  
2. Must cite sources  
3. Read for 15 minutes (suggested)  
4. Do not simply paraphrase -- no "laundry list"  
5. Must understand the complexity of the historical issue to "enter into a conversation"  
6. Consider the author's purpose, audience, and point of view
7. Must develop a clear, organized argument

16. SYNTHESIS VERSUS DBQ--DIFFERENCES
1. Sources provided
2. Primary and secondary sources used
3. Suggested writing time: 40 minutes
4. Outside information not required
5. Must use a minimum of three sources
6. Prompt in three parts: directions, introduction, and assignment
1. Documents provided
2. Only primary sources used
3. Suggested writing time: 45 minutes
4. Outside information required
5. Expected to use more than half of the documents (not specifically stated in the directions)
6. Directions with statement or question