Please do NOT print your assignment off without copying and pasting ONLY the section you need: the entire document is 39 pages long!!!
If you need to contact your teacher, use the email connections via their sites on Homelink.
| Buy Your Summer Reading Books At Joseph Beth Booksellers. 20% of your Summer reading purchases will be donated to Walnut Hills all summer long.
|
NOTE FOR ALL ENGLISH CLASSES: There will be a "Summer Reading Workshop" in the Forum on Wednesday August 6 from 10 a.m. to 12 p.m. Students are invited to come and discuss summer reading with their peers-- bring books/materials; teachers will be available for assistance as needed.
Purpose: To begin to gain an understanding of the meaning of archaeology, as an important discipline for reconstructing past cultures and civilizations.
Assignment: 1. Read the article "Search for the Myceneans: Closing in on the People and Towns of Homer's Greece." (Archaeology Magazine, Jan.Feb. 2008). Note: This article is NOT available online. To read it, you will have to 1) get your copy from Dr. Gulino before May 23, 2008, 2) get a copy over the summer from Ms. Barringer at the WHHS Library (email here at barrins@cps-k12.org to set up a time), or 3) read it at the Public Library (call your branch library or check online to see where it is.)
2. View any one of the Harrison Ford/ Indiana Jones movies (suggestions: "The Last Crusade" or "The Crystal Skull"- new this May).
3. Write a five-paragraph, one page only essay that compares and contrasts the article and movie in respect to:
a) the goals/objectives stated or implied
b) the methods/means stated or implied, used to reach these goals
c) the tone, mood, or atmosphere conveyed in the process of seeking the goals
Essay Format: Paragraph 1: Introduction
Paragraphs 2,3,4: Discussion of each of the topics listed above, one topic per paragraph.
Paragraph 5: Conclusion: What do the article and movie tell us about archeology? How does Hollywood present the archaeologist's profession? Are there any factors or characteristics common in both? Explain. Be sure to cite specific examples and detaisl from the article and movie to support your opinions.
Requirements
Length: One page Only.
Typewritten (double spaced)
Due Date: First day of class, August 2008. ALL STUDENTS MUST OBSERVE THIS DUE DATE, BOTH FIRST AND SECOND SEMESTER STUDENTS. NO LATES ACCEPTED.
Suggestion: Get together with a friend or two or more and see the movie and discuss it and the article. Write your OWN essay.
1. What is the
painting's composition (the way in which the artist organizes the form of
the work)? What kind of shapes do you see here? Describe them.
2. Describe the colors you see. Are they bright? Muted? Grayed? Garish? Pretty?
Soft? Pastel? Clashing? Explain, and then describe how the colors affect the
artist's expression.
3. Which of the major elements (line, shape, color, value, or texture) do
you think is the most dominant in the painting? Why? Explain.
4. What is the overall mood of the painting? Explain how the artist has conveyed
that mood.
5. Look at how the museum curators have displayed this work of art. Why have
the curators presented this work as they have? Would you change anything about
its presentation? Why?
6. Why did you choose this work of art? What attracted or repelled you? Be
specific.
At the top of the paper you should list the title, artist, date of the work, and museum along with your name. Then, number each response and answer the six questions directly in paragraph form. Do not retype the questions above. Papers should be three pages in length.
Please remember:
• Type and double space your paper; use one inch margins; do not add
extra carriage returns between sections to pad your paper
• Underline or italicize painting titles; do not place painting titles
in quotation marks
• Number your responses, but do not retype the questions I have asked
you to answer
• Carefully edit you paper for mechanics, usage, grammar, and spelling
• Provide depth of analysis by explaining your ideas; though the paper
is short, I am looking for thoughtful analysis
The paper is
due the first day of class and is worth a full test score on your first quarter
grade. I will not accept late papers. Failure to write a summer paper will
result in your removal from the class the first week of the school year.
Please e-mail me if you have any questions at wilkins@cps-k12.org; I will
try to respond within 24 hours.
AP Biology summer assignment
Due Date: The first day of school
Use your AP biology textbook Biology (Mader) to complete the following by the first day of school. NO LATE PAPERS WILL BE ACCEPTED.
A. Read chapter
1 “A View of Life”
1. Read over “Testing yourself” and “Understanding the Terms,”
page 14 and 15. Check answers on page 940.
2. Type answers to question 9 (Reviewing the chapter) page 13, but use an example
not described in the chapter.
B. Read chapter 45 “Animal Behavior,” page 817-832/360-373(old book).
1. Read over “Testing yourself” and “Understanding the Terms”
page 833and 834/375 and 376(old book). Check answers on page 942.
2. Type answers to questions 7, 9-11 (Reviewing the chapter) page 375.
C. Read ecology
chapters 46-50/24-27(old book) page835-940/399-483(old book).
1. Type answers to “Reviewing Chapter” questions 7-9 and 12 on page855/419
(old book), and 5-8 on page941/484 (old book).
2. Read a recent article from a science magazine or journal (Sept. 2006-Aug.
2008.) on some environmental issue that directly impacts organisms in nature
today. Use the instructions at the back in preparing a typed summary. The article
selected must be at least three pages long, excluding pictures.
MAGAZINE ARTICLE WRITE-UP GUIDELINES
PLEASE ORGANIZE YOUR WRITE-UPS USING THE FOLLOWING SECTIONS AND NUMBER THEM ACCORDINGLY.
1. BIBLIOGRAPHICAL
INFORMATION: author, journal, article title, publication date, and page numbers.
DO NOT USE INTERNET ARTICLES UNLESS THEY ARE ALSO AVAILABLE IN THE SCIENCE JOURNAL;
for example, most magazine companies also have some of their articles online
at their website i.e., www.nationalgeographic.com or you can access articles
through services like Newsbank (password
and user ID: 7675) on the WHHS Library website.
2. INTRODUCTION: Define or describe the major terms in the title and tell basically
why the subject is important.
3. CONTENT: What was the article about? What were the main concepts and ideas that were discussed? What was the question the author was investigating? What methods did she/he use? What evidence was uncovered to support a new idea? Were any new ideas overturned? This part should make up the main body of the paper and be about one page in length.
4. SUMMARY/EVALUATION: Restate the main areas of importance in the magazine article and discuss the quality of it from your perspective as a biology student. Please explain if you find it interesting? Useful? Readable? Boring? Would you recommend it to other members of the class?
SOURCES FOR ARTICLES:
Use only science journals, i.e. Scientific American, Nature, Audubon, National
Geographic, Environment.
For Calculus AB: Please see Mr. Schneider before May 23 to pick up your packet for this class. It will not be available electronically.
For Calculus BC: Go to Mrs. Cantey's Webpage (it can be found by following
the links for WHHS main web page - email Mrs. Cantey at scantey@cinci.rr.com
if there is any confusion) and study the TWO power point presentations at the
PRE-CALC POWERPOINT link. Students enrolling in Calculus AP BC need to thoroughly
memorize everything contained in THOSE TWO power point slide shows. There will
be a quiz on THIS material on the first day of class next year.
Chemistry AP Summer Assignment
The following review problems are taken from General Chemistry by Nebergall, which is one of the textbooks we use for Chemistry AP. When you solve the assigned problems, you must clearly show all steps, include units with numerical values, and round to the correct number of significant figures. Use your first year Chemistry notes as a reference. If you do not have a periodic chart, there are many interactive ones available online (see: http://www.webelements.com/).
Solve the problems on loose-leaf notebook paper that can be kept in a 3-ring binder. This binder is a course requirement which will include all homework and lab assignments, class notes, and a numbered table of contents.
The following problems are due at the beginning of class on the first day of school. No late papers will be accepted.
CHAPTER 1
1. If 1025 joules is added to 35.0 g of water at 288 K, what is the resulting Celsius temperature? The specific heat of water is 4.184 J/goC. Ans. 22oC
2. What is the specific
heat of aluminum if 2400 J of heat will increase the temperature of a
1.10 kg block by 2.5oC? Ans. .87 J/goC
3. Calculate the specific
heat of water in units of kcal/lb oF. The specific heat of water is
1.00 cal/goC. 1 lb. = 454 g. oC = 5/9oF – 32. Ans. .252 kcal/lb. oF
4. What is the final temperature of the combination when 50.0 g of chromium at 15oC (specific heat = .107 cal/goC) is added to 25 ml of water at 45oC? Ans. 40oC
5. How many kilograms of water at 95oC must be added to 1325 g of water at 25oC so that the resulting combination will have a temperature of 65oC? Ans. 1.8 kg
CHAPTER 2
1. Calculate the number
of moles of ethanol, CH3CH2OH, in 7.55 kg of ethanol.
Ans. 164 mol
2. Determine the mass of
solute in the following solutions:
a. 275 ml of 0.5151 M KClO4 Ans. 19.6 g
b. 1856 ml of 0.1475 M H3PO4 Ans. 26.82 g
3. Vinyl chloride is a compound containing carbon, hydrogen, and chlorine. What is the empirical formula if it contains 38.4 % carbon and 4.80 % hydrogen? Ans. C2H3Cl
4. Nicotine contains 74.9
% carbon, 8.7 % hydrogen, and 17.3 % nitrogen. It is known that this compound
contains two nitrogen atoms per molecule. What are the empirical and molecular
formulas of nicotine? Ans C5H7N and C10H14N2
5. A 0.00138 mol sample of atoms of an element weighs 0.164 g. What is the atomic
weight of the element? Which element is it? Ans. 119 g/mol, Sn
6. Fungal laccase, a blue
protein found in wood-rotting fungi, is approximately 0.39 % copper by mass.
If a laccase molecule contains four copper atoms, what is its approximate molecular
weight? Ans. 65,000 g/mol
7. 25.49 ml of 0.1338 M lead (II) nitrate solution completely reacts with the aluminum sulfate in 25.00 ml of aluminum sulfate solution. Calculate the molar concentration (molarity) of the original aluminum sulfate solution. Ans. 4.547 x 10-2 M
CHAPTER 3
1. What mass of sodium nitrate
is required to produce 5.00 l of oxygen gas (density = 1.43 g/l) according to
the following reaction if there is a 78.4 % yield?
2 Na NO3 -----> 2 Na NO2 + O2 Ans. 48.4 g
2. Stibnine, a compound of antimony and hydrogen, decomposes when heated. A sample of stibnine decomposed to 0.136 g of Sb and 37.6 ml of H2 (density = 0.090 g/l). What is the empirical formula of stibnine? Ans. SbH3
3. A compound found in cast iron is cementite, which contains iron and carbon. A 3.113 g sample of cementite was heated in air producing 4.153 g of Fe2O3. The CO2 gas, another product of the reaction, escaped. What is the empirical formula of cementite? Ans. Fe3C
4. Reaction of rhenium metal
with Re2O7 gives a solid of metallic appearance which conducts electricity almost
as well as copper. A 0.788 g sample of this material, which contains only rhenium
and oxygen, was oxidized in an acidic solution of hydrogen peroxide. Addition
of an excess of KOH gave 0.973 g of KReO4. What is the equation for the reaction
of Re with Re2O7?
Ans. Re + 3 Re2O7 ----> 7 ReO3
5. A 35.86 ml volume of
a solution of CsOH reacts exactly with 21.34 ml of a 0.0542 M H2SO4
solution. What is the concentration of the CsOH solution? Ans. 0.0645 M
6. What mass of a sample
that is 98.0 % sulfur would be required in the production of 75.0 kg of
H2SO4 by the following reaction sequence? S8 + 8 O2 -------> 8 SO2
2 SO2 + O2 -------> 2 SO3
SO3 + H2O -------> H2SO4 Ans. 25.0 kg
7. A 25 ml volume
of 0.100 M H2Cr2O7 is added to 75 ml of 0.100 M H2FeCl4. The reaction is as
follows: H2Cr2O7 + 6 H2FeCl4 + 5 H2O -------> 2 [Cr(H2O)6]Cl3 + 6 FeCl3
What is the limiting reagent? What mass of [Cr(H2O)6]Cl3 is produced? Ans. H2FeCl4,
.66 g
Solve these problems on loose leaf notebook paper that can be kept in a 3-ring binder. This binder is a course requirement, which will include all homework and lab assignments, class notes, and a numbered table of contents itemized by subtopic.
THESE PROBLEMS ARE DUE AT THE BEGINNING OF CLASS ON THE FIRST DAY OF SCHOOL. NO LATE PAPERS WILL BE ACCEPTED!
Comparative Government Advanced
Placement
2008-2009 Summer Assignment
NOTE: You must pick up a copy of the summer readings packet from Mr. Stober BEFORE the end of the school year.
Assignment 1
Complete the reading (pages 1-44) from the test Comparative Politics Today-A
World View (Almond and Powell). Answer the attached multiple choice questions
(#1-35)
Please note that some of these questions and responses require both interpretation and application of concepts to your acquired knowledge. You may be frustrated in some cases if you expect that the specific answer can literally be copied from the text.
Assignment 2
Read Chapter 1 (you must have already gotten this from Mr. Stober
before the end of the school year) pages 5-21. Complete the five
multiple choice questions included with it.
Assignment 3
From that same reading (pages 5-21) use the following six countries
(Britain, Russia, Mexico, Nigeria, Iran, and China) to discuss
the "World of States" theme discussed in Chapter 1.
In other words, how have international forces influenced the process
of state formation, the modern political development, and the
contemporary policy agenda of these six countries?
Writing Assignment Guidelines
Important: You are not to criticize the writing style of the authors.
1. Use quotation to support
or illustrate your analysis. At the end of the quote, indicate
your source.
2. 2. Avoid the use of "I" and any personal references
such as "in my opinion" because such references are
redundant and speak of a lack of analysis and evaluation. Above
all, do not use modern misuses of the English language.
3. Avoid the use of contractions and abbreviations.
4. The papers must be typed, double-spaced, and should be proofread
for grammar and spelling. Use standard margin settings, headers
and footers, and a 12 point font. Analysis should be 3-5 pages
in length. In addition, include a title page with name, date,
and class.
5. You are free to organize and present your thoughts in your
own style.
6. Work must be submitted at WHHS on day one of the 2008-2009 academic year.
Please make a copy of your work for your records and the other submit to:
Mr. E. Stober
WHHS
3250 Victory Parkway
Cincinnati OH 45207
Please Note! Students must adhere to the
assignment calendar. Full or conflicting schedules should be anticipated and
assignments must be turned in on schedule. No extensions will be granted and
students are encouraged to complete work well ahead of the scheduled due date.
This summer, the 7th grade requirement is to read Lois Lowry’s novel THE GIVER. Though students only have to read the book, when school starts, teachers will assign a writing assignment or provide a test—or both- on the book, in addition to classroom discussion and analysis.
Though there is no written
assignment over the summer, it might be wise for students to take both summary
(plot aspects, characters) and analytical (setting, writing style, climax) notes
on the THE GIVER to help them remember it when they come to class.
Summer Assignment for 8th Grade English
Tom Sawyer by Mark Twain
Writing Assignment:
After reading The Adventures of Tom Sawyer by Mark Twain, do the following:
PART 1
As you read, you should list 15 main/important events, starting from the beginning
of the novel and ending with the resolution of the novel. For each event, find
a piece of text to support that event. (This should be a quote from the novel;
not necessarily something someone said, but simply a piece of text that you
copied word for word that is relative to the event.)
EVENT |
TEXT SUPPORT (QUOTE) WITH PG. # |
| 1. | |
| 2. | |
| 3. | |
| 4. | |
| 5. | |
| 6. | |
| 7. | |
| 8. | |
| 9. | |
| 10. | |
| 11. | |
| 12. | |
| 13. | |
| 14. | |
| 15. |
NOTE:You will want to cut and paste this table into a word processing program to complete.
PART 2
On a separate piece of paper, answer the following question in a 2-3 paragraph
response.
Throughout the course of the novel, several of the characters change a great
deal. Which character do you think changed the most? Choose one of the main
characters in the novel and explain how he/she changed throughout the story
and what effect it had on the outcome of the novel. Make sure you use at least
2 quotes for support. (Again, not necessarily something someone said, but simply
a piece of text).
(ALSO: “SUMMER READING WORKSHOP” ON WEDNESDAY AUGUST 6, 10-12, IN THE A&S BUILDING FOR ANY INTERESTED STUDENTS)
Summer Assignments for 8th Grade Honors English
Congratulations and welcome to 8 Honors! I am looking forward to meeting you this fall and having a successful school year. First, I certainly hope that you had an enjoyable summer filled with fun and relaxation. Ideally, a great summer will provide time to recuperate and prepare for the new school year. This preparation should include plenty of reading. I advise you to take your summer reading assignments (listed below) very seriously. Both assignments are due on the first day of class. Also, we will discuss these novels during the first weeks of class. Both are favorites of many students. Hopefully, you too will enjoy them.
Sincerely,
Mrs. B. Stewart
Reading Assignments:
The Autobiography of Miss
Jane Pittman by Ernest Gaines
Tom Sawyer by Mark Twain
Writing Assignments:
1. While reading THE AUTOBIOGRAPHY OF MISS JANE PITTMAN, keep track of Jane’s personality. Miss Jane Pittman is a very strong character; as you read, decide what gives her the strength and will to survive. Make a list of her positive and negative character traits and provide brief examples from the novel to support your opinion (include both page and paragraph #s). This assignment will also be used during class discussion and as background for a future essay.
2. After reading The Adventures of Tom Sawyer by Mark Twain, do the following:
PART 1
As you read, you should list 15 main/important events, starting from the beginning
of the novel and ending with the resolution of the novel. For each event, find
a piece of text to support that event. (This should be a quote from the novel;
not necessarily something someone said, but simply a piece of text that you
copied word for word that is relative to the event.
EVENT |
TEXT SUPPORT (QUOTE) WITH PG. # |
| 1. | |
| 2. | |
| 3. | |
| 4. | |
| 5. | |
| 6. | |
| 7. | |
| 8. | |
| 9. | |
| 10. | |
| 11. | |
| 12. | |
| 13. | |
| 14. | |
| 15. |
NOTE:You will want to cut and paste this table into a word processing program to complete.
PART 2
On a separate piece of paper, answer the following question in a 2-3 paragraph
response.
Throughout the course of the novel, several of the characters change a great
deal. Which character do you think changed the most? Choose one of the main
characters in the novel and explain how he/she changed throughout the story
and what effect it had on the outcome of the novel. Make sure you use at least
2 quotes for support. (Again, not necessarily something someone said, but simply
a piece of text).
(ALSO: “SUMMER READING WORKSHOP” ON WEDNESDAY AUGUST 6, 10-12, IN THE A&S BUILDING FOR ANY INTERESTED STUDENTS)
Incorporating SPARKS, CLIFFS or any other study aid content is PLAGIARISM and will result in a "0" as your grade.
NOTE: Student workshop day to discuss books
and assignments: WED AUGUST 6: 10 AM to 12 PM in Arts & Science wing;
all are welcome!
THIS ASSIGNMENT IS DUE ON THE FIRST DAY OF SCHOOL.
Reading Requirement:
[note: book can be purchased used or new and is available through the library
system]
A Separate Peace by John Knowles
Writing Requirement:
Critic Ronald Weber said, "one can find peace from fear only through understanding and acceptance." Based on A Separate Peace, prove or disprove this statement by tracing a character's transformation.
Compose one typed-written 2-3 page essay (12 font, Times New Roman, double spaced) with a thesis statement formed from the prompt above. Provide supporting quotes from the text. Avoid personal pronouns. Your essay should exhibit your ability to analyze the work, to control a thesis, and to write with clarity, precision and cohesion.
Incorporating SPARKS, CLIFF NOTES or other study aids is PLAGIARISM and will result in a "0" as your grade.
Take notes while reading, and prepare for an objective test when you return in August.
Incorporating SPARKS, CLIFFS or any other study aid content is PLAGIARISM and will result in a "0" as your grade.
Summer Assignments for English
9 Honors and 9AA
Reminder: student inservice to discuss readings and assignments on WED AUG 6
from 10-12 in the Arts & Science building. All assignments are due on the
first day of school.
READING ASSIGNMENTS:
The Once and Future King (Sword in the Stone) T.H. White
The Girl in Hyacinth Blue Susan Vreeland
To get the required writing organizer for the assignment, click
HERE. If this does not work, contact Ms. Barringer at barrins@cps-k12.org.
WRITING ASSIGNMENTS:
1. In The Sword in the Stone by T.H. White, we read of the Wart's
feelings as he is experiencing the "education" that
Merlyn imparts. We do not get to delve into the psyches of other
characters. Choose one of the following characters: Sir Ector,
Kay, Merlyn, King Pellinore, or Sir Grummore and develop a series
of at least five journal entries or letters that show that character's
thoughts as Arthur progresses towards becoming king.
2. In a five paragraph essay, analyze three moral choices and
their outcomes that were made in the novel. (In your essay, consider
the following: What were the choices based on? Describe the situations
and the characters. Were they good choices? Were they the best
choices that could have been made? [e.g., Cornelius' treatment
of his father; Cornelius' decision regarding what to do with the
painting; Saskia's use of the seed potatoes; Aletta's killing
one baby; Adriann's giving up the other baby; Vermeer continuing
to paint rather than taking a wage-earning job; Magdalena taking
money from her husband's strongbox to buy the painting....]).
Be sure to be as specific as possible when writing your essay,
and be sure to structure your paper by using the outline. It may
also be helpful to refer to the rubric to remind yourself of those
points in which your essay will be assessed.
Incorporating SPARKS, CLIFF NOTES or other study aids is PLAGIARISM and will result in a "0" as your grade.
LITERARY ANALYSIS RUBRIC
CONTENT
Introduction contains clear controlling idea [thesis], title of work, genre, author
__________
Body contains sufficient support for the controlling idea in the form of details, examples, and cited quotes from the text-avoiding plot summary
__________
Conclusion summarizes main points and suggests possible implications, resting but not repeating the thesis
__________
ORGANIZATION
Logical organization is evident within and between paragraphs enhancing clarity
__________
Transitions exist within and between paragraphs enhancing unity (and clarity)
__________
STYLE
Formal tone is achieved through word choice [diction] and avoidance of clichés, colloquialisms, slang, and contractions
__________
Varied sentence structure and length is evident
__________
Writing reflects accuracy in mechanics (punctuation, capitalization), usage, grammar (consistent use of present tense), and spelling
__________
Writing is formatted in 12 Ariel, double spaced, with one inch margins
__________
THE ELEMENTS OF AN EXCELLENT ESSAY
TITLE
Conveys the main point of the essay in 10 words or fewer…
Find a creative way to attract the reader's attention and interest…
Capitalize the first word and all the important words that follow…
INTRODUCTION
Begin with a sentence that captures the reader's attention…
Give background information on the topic…
Enhance the paragraph with an interesting example, surprising
statistic, or other hook…
Include the thesis statement…
THESIS STATEMENT
States the main idea of the essay…
More general than the supporting material…
May mention the main point of each of the body paragraphs…
BODY PARAGRAPH 1
Begin with a topic sentence that states the main point of the
paragraph and relates it to the thesis statement…
Fill with well-organized examples, quotations, comparisons, analogies,
and/or narration…
May end with a transition…
BODY PARAGRAPH 2
Begin with a topic sentence that states the main point of the
paragraph and relates it to the thesis statement…
Fill with well-organized examples, quotations, comparisons, analogies,
and/or narration…
May end with a transition…
BODY PARAGRAPH 3
Begin with a topic sentence that states the main point of the
paragraph and relates it to the thesis statement…
Fill with well-organized examples, quotations, comparisons, analogies,
and/or narration…
May end with a transition…
CONCLUSION
"Echo" the thesis statement without simply replacing
it…
May pose a question for future thought or suggest a course of
action…
Include a detail or example from the introduction to "tie
up" the essay…
End with a strong image or a bit of wit…
Incorporating SPARKS, CLIFFS or any other study aid content is PLAGIARISM and will result in a "0" as your grade.
Summer Assignments for English 10
Reminder: student inservice to discuss readings and assignments on WED AUG 6 from 10-12 in the Arts & Science building. All assignments are due on the first day of school.
Reading Assignment:
THE COLOR OF WATER by James McBride
Plot synopsis and criticism
to assist with your understanding of the text:
Synopsis: The Color of Water tells the story of James McBride,
the son of a black minister and an Orthodox Jew, and his experiences
growing up in an all-black housing project in Brooklyn with his
eleven siblings. McBride's autobiography shifts between his own
childhood remembrances without a father but with a dedicated mother,
though one who refused to acknowledge she was white, and her childhood
experiences, being raised by an Orthodox rabbi in rural Virginia.
Criticism: The Color of Water provides a perspective on the lives
of persons of black/white ancestry in the United States. Besides
offering gripping tales of the difficulties encountered by mixed
race people in a society stratified along black/white lines, it
offers important insights into the complexities of race. Although
many in this country view race relations through black/white lenses,
the realities of modern social life, as exemplified by the stories
told in this book, are infinitely more complex. In writing the
book, James McBride discovered his mixed ancestry, including his
Jewish roots in Virginia. He described the difficulties of acknowledging
his whiteness given his "black" physical appearance.
As McBride notes, "being mixed is like a tingling feeling
that you have in your nose just before you sneeze-you're waiting
for it to happen but it never does." Thus, James McBride's
The Color of Water is an eloquent tribute to his exceptional mother,
Ruth McBride Jordan, who raised twelve amazing black children
in a Brooklyn housing project. They grew up to be successful professionals,
including a writer, doctor, psychologist, and a department chairperson
at Pennsylvania State University. - Kevin Johnson [source: Civil
Rights Journal, Fall, 1998]
Be prepared to discuss the following
ideas from the book:
1. McBride's life: setting, conflicts, characters, and resolutions
2. McBride's mother's life and how it impacted her on how to raise
her twelve children
3. Use the text to help explain your relationship with your family
and the various relationships you might have with your parent(s)
and sibling(s); what do you value and admire about the members
of your family, and how are you being shaped by them?
Writing Assignment:
Choose one of the three questions
below and answer it in a well organized essay; be sure to have
a clear beginning, middle and ending, as well as examples from
the book to support your response:
1. Discuss Ruth McBride's refusal to reveal her past and how that
influenced her children's sense of themselves and their place
in the world. How has your knowledge-or lack thereof-about your
family background shaped your own self-image?
2. "Our house was a combination three-ring circus and zoo,
complete with ongoing action, daring feats, music, and animals."
Does Helen leave to escape her chaotic home life or to escape
the mother whose very appearance confuses her about who she is?
3. "Mommy's contradictions crashed and slammed against one
another like bumper cars at Coney Island. White folks, she felt,
were implicitly evil toward blacks, yet she forced us to go to
white schools to get the best education. Blacks could be trusted
more, but anything involving blacks was probably substandard...
She was against welfare and never applied for it despite our need,
but championed those who availed themselves of it." Do you
think these contradictions served to confuse Ruth's children further,
or did they somehow contribute to the balanced view of humanity
that James McBride possesses?
Incorporating SPARKS, CLIFF NOTES or other study aids is PLAGIARISM
and will result in a "0" as your grade.
Summer Assignments for English 10AA
Reminder: “Optional” student inservice to discuss readings and assignments on WED AUG 6, 10-12 in the Arts & Science building. All assignments are due on the first day of school. AND a showing of the film “Dead Poet’s Society” will be held in the main auditorium on WED AUG 6 from 12-2; a short discussion will follow (no food & drink).
NOTE: all requirements are to be completed BEFORE the first day of school; requirements are to be submitted on the first day of school—expect an additional evaluation in class
Reading Requirement:
[note: books and be purchased used or new and are available through the library
system]
1. “Death of a Salesman”
by Arthur Miller (a play)
2. The Color of Water by James McBride (a memoir)
Film Requirement:
[note: you are NOT expected to purchase this film; available through the library
system and video stores]
1. “Dead Poet’s Society” directed by Peter Weir (1989)
Textbook Requirement:
[note: you can purchase this online for various prices ($12-$24), through local
bookstores or the publisher: www.bedfordstmartins.com]
1. “A Pocket Style Manual” (fifth edition, Bedford/St. Martin’s) by Diana Hacker
Writing Requirement:
1. Regarding Death of Salesman…Choose
ONE of three questions (a, b or c) and respond in a one page (12 font, Times
New Roman, double spaced) essay, with a clear beginning, middle and ending:
a. How does Willy’s home function as a metaphor for his ambitions?
b. What role does the fear of abandonment play in Willy’s life?
c. Willy and Biff have different explanations for Biff’s failure to succeed
in the business world.
How are their explanations different?
2. Regarding The Color of Water…In a 2-3 page typed (12 font, Times New Roman, double spaced) essay, explain the significance of Ruth McBride’s name changes throughout the book: from "Ruchel Dwajra Zylska" to "Rachel Deborah Shilsky" to "Ruth McBride Jordan." Explore what both the literal and figurative changes represent to her. For each change, be sure to provide brief plot explanation to establish a context for your reader. Also, you might want to discuss how her identity changes with each name change. You must include a clear beginning (including a thesis statement underlined), a body with examples and direct quotes that explain your thesis [see HACKER—MLA style, pages 103-127, which you are expected to follow correctly], and a conclusion. Your grade will be determined by your essay’s structure and evidence, as well as following the stated guidelines.
3. Regarding Dead Poets Society….Create one visual project representing an overall theme/message of the film. Select any art medium to depict your individual interpretation of the selected theme. Evaluation will be based on critical thinking, visual clarity, and overall quality.
Incorporating SPARKS, CLIFF NOTES or other study aids is PLAGIARISM and will result in a "0" as your grade.
Summer Assignments
for English 11
Reminder: student inservice to discuss readings and assignments on WED
AUG 6 from 10-12 in the Arts & Science building. All assignments are due
on the first day of class.
Reading Assignment:
The Picture of Dorian Gray by Oscar Wilde
Writing Assignments:
This essay must be typed and double spaced. Edit it carefully for content and style. The essay is due the first day of class.
Research materials about the life of Oscar Wilde. Pay special attention to his philosophy and his social criticism. Write a thoughtful essay which examines the influence of Oscar Wilde's criticism of society as depicted in The Picture of Dorian Gray. Be sure to correctly cite evidence from the book and record the source used for information about Wilde.
Incorporating SPARKS, CLIFF NOTES or other study aids is PLAGIARISM and will result in a "0" as your grade.
Summer Assignments for English
11AA
Reminder: student inservice to discuss readings and assignments on WED AUG 6
from 10-12 in the Arts & Science building. All assignments are due on the
first day of school.
Reading Assignments:
Writing Assignments:
1.Read The Picture of Dorian Gray by Oscar Wilde. Write a well-developed essay of approximately 500 words with an introduction, clearly stated thesis, body that gives specific examples from the novel as support, and a conclusion.
Lord Henry says, "The body sins once, and it is done with its sin, for action is a mode of purification… The only way to get rid of a temptation is to yield to it…Resist it and your soul grows sick with longing…" This, in essence, expresses the idea of Aestheticism and Decadence. Do the events of the novel support or refute Lord Henry's opinion? Be specific. Use evidence from the novel.
2. Read Othello by William Shakespeare. While reading the play, make note of theme, conflict, and character analysis. There will be an in-class writing assignment the first day of school in which you will use your notes. If you view a video IN ADDITION TO READING THE PLAY, the preferred version is the one directed by Kenneth Branaugh starring Laurence Fishburn.
Incorporating SPARKS, CLIFF NOTES or other study aids is PLAGIARISM and will result in a "0" as your grade.
English Language AP (Wolfe and Adelman)
Summer Reading for AP English Language and Composition
Catch-22, Joseph Heller
Tartuffe, Molière
Dr. Strangelove or: How I Learned to Stop Worrying and Love the Bomb (1964),
a film directed by Stanley Kubrick
ASSIGNMENT TO HAND IN ON THE FIRST DAY OF CLASS:
In a well organized essay, identify people and/or institutions that are the targets of satire, discuss the criticisms that are being expressed in each of the three works and explain the predominant strategies or techniques used to satirize each of these subjects. Provide specific examples from each work. This should be a typed double-spaced paper and should not exceed five (5) pages. Edit carefully so we can see your best work.
See the following web sites,
or use other reference sources, to study up on the nature and techniques of
satire:
http://web.uvic.ca/wguide/Pages/LTSatire.html
http://www.virtualsalt.com/satire.htm
ALSO, read Into the Wild by John Krakauer and take notes for the first week of class
Purchase for both classes: 50 Essays: A Portable Anthology Edited by Samuel Cohen ISBN 9780312446987; have the first week to be used throughout the year
Additional Summer Purchases-Ms. Adelman (Any questions, call (859) 341-6188 or write rogersears@insightbb.com)
No Exit, Jean Paul Sartre
A Clockwork Orange, Anthony Burgess
Additional Summer Purchases-Mrs. Wolfe (Any questions, write wolfeda@cps-k12.org )
The Elements of Style, William Strunk Jr. and E. B. White-current edition; have the first week to be used throughout the year
Reminder: student inservice to discuss readings and assignments on WED
AUG 6 from 10-12 in the Arts & Science building.
Incorporating SPARKS, CLIFF NOTES or other study aids is PLAGIARISM and will
result in a “0” as your grade.
Summer Reading Assignments for English 12AA
Reminder: Optional student in-service to
discuss readings and assignments on Wednesday, August 6from 10:00 a.m. to 12:00
noon in the Arts and Sciences building.
ALL ASSIGNMENTS ARE DUE ON THE FIRST DAY OF SCHOOL.
Required Reading:
Tuesdays with Morrie by Mitch Albom
-and-
The Glass Castle by Jeannette Walls
Writing Assignment:
Tuesdays with Morrie
Joanna Bull said, “All of the saints and Buddhas have taught us that wisdom and compassion are one.” How does Mitch Albom's book, Tuesdays with Morrie, parallel Bull's statement?
Compose a typed-written essay [500-word limit] with a thesis statement formed from the prompt above. Provide supporting quotes from the text adhering to MLA documentation. Avoid personal pronouns. Your essay should exhibit your ability to analyze the work, to control a thesis, and to write with clarity, precision and cohesion. Use 12 point font.
Further Reminders: Prepare for a comprehensive test on The Glass Castle when you return in August.
Incorporating SPARKS, CLIFF
NOTES or other study aids is PLAGIARISM and will result in a "0"
as your grade.
Walnut Hills High School
Advanced Placement English Literature and Composition
Summer 2008
All assignments are due on the first day of school. Also, there will be a student inservice—for interested students—on WED AUG 6 from 10-12 in the Arts and Sciences building.
Plagiarism, or any form of undocumented borrowing of the words or ideas of others will result in a “0” as well as disciplinary action.
Summer reading
required for all:
Crime and Punishment by Fyodor Dostoyevsky
Dr. Faustus – Christopher Marlowe
In addition, choose any
ONE of the following:
Inferno, Dante
Cat’s Eye, Atwood
Don Quixote, Cervantes
The Kite Runner, Hosseini
The Life of Pi, Martel
Madame Bovary, Flaubert
Beloved – Toni Morrison
Steppenwolf, Hesse
Wuthering Heights, Bronte
Summer Writing Assignment
I. For all works that you read, record your thoughts in a reader’s response journal which should demonstrate your ability to be an “active reader” by including notes that record your interpretations and impressions of literary devices, themes and motifs, key passages, character profiles, etc. You should have at least five different entries for each book and from different parts of the book. This journal should also serve you as prewriting for the following essay assignment.
II. Write one essay of at
least 750 words (minimum). In this essay, using your own reading skills, imagination,
and creativity, find ONE connection that unifies the three works. Although the
works may differ significantly on first reading, use your own interpretive skills
to detect linkages in the universal messages conveyed in each work. You may
wish to consider such elements as the works’ respective themes, motifs,
uses of setting, imagery, and characterization, (or other elements you noted
in your response journal). However, the strongest essays usually are those that
explore one common thread in detail rather than briefly discussing numerous
connections.
Organize your findings in a well constructed, “typed” essay, using
standard MLA format for citations and arrangement of ideas (clear introduction,
body, and conclusion). Be sure to proofread for excellent grammar, spelling,
and style.
Not available at this time.
SOMMERARBEIT FÜR DEUTSCH AP SCHÜLER
1. Ein Tagebuch. Ihr müsst ein Tagebuch schreiben. Mindestens dreimal in
der Woche müsst ihr eure Erfahrungen und Gedanken aufschreiben. Wenn ihr
viel erlebt habt, schreibt öfter! Je mehr ihr schreibt, desto flüssiger
ihr werdet. Das Motto ist: Schreiben, Schreiben, Schreiben!
2. Lesen. Ihr sollt verschiedene Artikel aus deutschen Zeitungen und Zeitschriften lesen.
3. Bitterschokolade. Ihr sollt es mindestens zweimal durchlesen, um es richtig zu verstehen. Schreibt eine Zusammenfassung von jedem Kapitel in dem Buch und bereitet euch auf eine Prüfung vor!
4. Vokabelheft. Ihr sollt
ein Vokabelheft anfangen. Ihr sollt neue Wörter und die verschiedenen Formen
und Bedeutungen aufschreiben.
Français 1AA à
2AA Travail d’été 2008
1. Lire : L’histoire de Sept d’un Coup.
2. Traduisez les questions en français
3. Répondez aux questions en français par des phrases complètes.
4. Dans le cahier French First Year, Complétez ch 10 – 12. et ch
28 – 29.
(make flash cards / or make a notebook of the vocabulary in ch 28 and 29.)
5. At Classzone.com, review vocabulary and structures introduced in Discovering
French Bleu, using the online flashcards and workbook exercises. Begin reviewing
the same materials for the Blanc level book with the objective being to review
and acquire core vocabulary which is introduced in levels 1 and 2.
6. Take advantage of opportunities to listen to French: movies, internet sites
Ex: Learn French by podcast, and others linked on Mme L.’s homelink page.
Evaluation:
Story questions and answers: Composition grade (100 points)
Workbook chapter work: Homework/Participation grade (50 points)
Workbook flashcards/notebook:Homework/Participation grade (50 points)
You may earn extra credit on the story work by sending it to Mme LaJeunesse
before
July 31st. (10 points added to the grade) Send to Mme LaJeunesse Walnut Hills
High School, 3250 Victory Pkwy, Cincinnati, Ohio 45207 Questions: lajeunm@cps-k12.org
French Language AP Travail d’été
French Language
AP Travail d’été (à rendre le 12 août)
A. Lire/Ecrire : phrases complètes !
2AA to AP : Le Petit Prince (St-Exupéry) et questions
3AA to AP : L’Etranger (Camus) et questions
2AA ET 3AA En lisant, faites le commentaire par écrit :
a. Composez 10 phrases originales avec « Si… ».
b. Composez 10 phrases en vous servant du subjonctif.
exemples : Si Le Petit Prince n’avait pas …., il aurait…….
» / Si Meursault était allé….., il ne
serait pas… / Bien que Le Petit Prince soit jeune…. il… /
Il est triste que Meursault soit..
B. 1. En D’autres Termes : ch 1-9. Faites des cartes de vocabulaire ;
Dans un cahier, faites ex 1 (pour Ch 1-9) et faites le mots-croisés de
Ch 6-9) pas dans le texte
2. Composez une rédaction/composition : de 300 mots, basée sur
le thème d’un des
Chapitres du texte En D’autres Termes (au choix) ou sur la lecture.
Envoyez-la à Mme L avant le 5 août par courrier électronique
lajeunm@cps-k12.org.
3. Les verbes irréguliers : Organisez les verbes selon les fiches que
vous aurez reçues.
Evaluation :
Les questions sur la lecture (composition : 30 points)
Les phrases originales sur la lecture (composition : 40 points)
La rédaction (composition : 40 points)
Les cartes de vocabulaire : (HW/participation : 40 points)
L’organisation des verbes : (HW/Participation : 20 points)
Interrogation orale pendant la première semaine de classe (quiz :20 points)
au sujet de la lecture et des phrases basées sur la lecture, et de vos
activités d’été.
Les verbes : Il y aura un examen sur 2 des verbes pendant la 2ieme semaine de
classe. Ces deux verbes seront nommés pendant la première semaine
de classe. :)
POINTS SUPPLEMENTAIRES !!!!!! Envoyez ce que vous avez fini à Mme L avant
le 3 août et vous recevrez 10 point supplémentaires sur la note
que vous aurez gagnée !!! Envoyez-la par courrier électronique
lajeunm@cps-k12.org ou par la poste à 3830 Eileen Dr. Cincinnati 45209
Questions ? lajeunm@cps-k12.org ou 731 1354
Écoute : Il est essentiel d’écouter la langue autant que
possible !!!
-regardez/écoutez un film français en version originale
-Écoutez des podcasts en français. (ex : Learnfrenchbypodcast.com)
-Écoutez des émissions de Radio France Internationale Rfi (français
pour étrangers) à l’Internet.
Summer Review for 9H Grammar
I. NOUNS
a. Forms: 5 declensions, how to find the stem
b. Case Uses
1. Nominative: subject, predicate nominative
2. Geneitive: possession, partitive,description
3. Dative: Indirect object
4. AccusativeL direct object, place to which, duration of time,
extent of space, with prepositions
5. Ablative: place where, place from which, means, accompaniment,
manner, agent, time when, respect, ablative absolute
6. Vocative: direct address
II. ADJECTIVES
a. Forms
1. 1st and 2nd declension, 3rd declension, irregulars
2. Comparison of regular, "er, " "lis," irregular
adjectives
3. formation and comparison of adverbs
b. Uses: modify nouns, used as nouns
III. PRONOUNS
a. Relative (qui quae quod- who, which, that)
b. Personal (ego-I, nos-we, tu and vos-you)
c. Refelxive pronoun (sui, sibi, se, se) and adjective (suus-a-um)
d. Interrogative pronoun (quis quid- who, what) and adjective
(qui, quae quod- which, what)
e. Demonstratives (hic haec hoc-this, these; ille, illa, illud-that,
those; is, ea,id-this or that)
f. Intensives (ipse, ipsa, ipsum- self; idem,eadem, idem-same)
IV. VERBS
a. personal endings: active (5 tenses)- o(m), s,t,mus,tis,nt
active (perfect)- i, isti, imus, istis, erunt
passive (3tenses)- r, ris, tur, mur, mini, ntur
passive (present system)- r, ris, tur, mur, mini, ntur
(perfect system)- 4th principal part + pres, imperfect, future
tenses of sum
b. Moods
1. Indicative-6 tenses active and passive of regular conjugations
amd irregular verb (sum, possum)- main verb and subordinate clauses
2. Imperative- affirmative and negative commands
c. Verbals-Formation and Uses
1. 3 tenses active and passive used as complimentary, objective,
subjective, in indirect statement.
2. Participles-present active, present passive- used to agree
with subject, object, or in ablative absolute; future active-
used to agree with subject of object.
Required Summer Reading
Students will read the Aeneid in translation (purchasing David
West translation is required).
Latin Literature AP-Catullus & Ovid
There will be a QUIZ on the following material during the FIRST WEEK of classes in August!
AP Latin Literary and rhetorical
terms list: Learn the meanings and examples of these terms which we will use
in our discussions and critical analyses, and the following hexameter data.
. .
Some of these you will recognize from English classes. TRY MAKING FLASH CARDS
FOR EACH TERM.
Allegory: a story used to represent some larger concept outside the tale
Alliteration: a series of words which begin with the same letter sound (consonance,
assonance)
Anaphora: repetition of the same word; emphatic and / or emotional
Anastrophe: placement of a preposition after (instead of before) it
Antithesis: placement of words of opposite meaning placed in direct proximity
(oxymoron)
Aposiopesis: sudden breaking off of a thought, as though the speaker couldn't
finish
Apostrophe: direct address of a person (place or thing) not present in the scene
described
Asyndeton: absence of connectives where expected, between words, phrases or
clauses
Chiasmus: arrangement of paired words such that they form an "X":
ABBA order
Ecphrasis: story-within-a-story, digression; an epic device
Ellipsis: absence of a word which can be understood from the sense,or is commonly
left out
Enjambment: continuation of (usually grammatically-necessary) word or words
into another line, can add suspense
Hendiadys: use of two words similar in meaning in proximity to emphasize a single
idea
Hyperbaton: suspension or separation of words normally placed together
Hyperbole: overexaggeration
Hysteron proteron: inversion of natural order or sense as when time is inverted
(put on your shoes and socks)
Irony: a gap between what is said / written and its meaning (sarcasm is a form)
Litotes: an assertion made by denying its opposite; double negative
Metaphor: an indirect comparison in which something is described as (not "like")
something else
Metonymy: use of one word to suggest another
Onomatopoeia: sound which echoes meaning (like "babbling brook")
Oxymoron: conjunction of contradictory terms (almost exactly)
Periphrasis: a long-way-around of saying something (remember the future periphrastic?)
Personification: human characteristics ascribed to non-human animals or other
entities
Pleonasm: Use of more words than is necessary semantically, rhetorical repetition
that is grammatically superfluous
Polyptoton: repetition of words easily identifiable from the same root with
variations in form
Polysyndeton: excessive or overuse of connectives
Praeteritio: emphasis by means of statement of intended (pretended) omission
("We won't even mention what you and your brother did to the living room")
Prolepsis: flash-forward, anticipation
Prosopopoeia: a type of personification, or the use of speech by an absent or
imaginary character
Simile: direct comparison using "like" or "as"
Synchesis: interlocked word order; ABAB pattern
Syncope or syncopation: contraction or shortening of a word's usual form
Synechdoche: a part used to indicate the whole (e.g.,tecta,"roof"
for domus,"house")
Tmesis: Separation of the parts of a compound word by one or more intervening
words
Transferred epithet: also hypallage. Use of a modifier with a word which it
does not logically
describe, in prioximity to the word which it naturally does describe
Tricolon (crescens): grouping of words, phrases or clauses in threes, often
increasing in length
Zeugma: a single word used both literally and figuratively at the same time
METER FOR OVID's METAMORPHOSES / DACTYLIC HEXAMETER : some terms
Scansion of a dactylic hexameter
line: example (uu can "resolve" to -but very rarely in the 5th foot)
- u u / - - / - u u /- u u / - u u/ - x
oscula dat ligno: refugit tamen oscula lignum (Met 1.556) dactyl -uu ("DAC
ty lus" meets this pattern!)
spondee - (SPON DEE meets this pattern!)
anceps Last syllable of a line can be marked either long or x ( or u )
Caesura: foot ends within a word (as at ligno above)
Catalexis (catalectic) : loss of the final syllable of a line.
Consonantal I and U: the vowels I or U can become consonantal before a vowel, as abiete in 3 syllables (ab ie te, Aeneid 2.16)
Diaeresis : foot ends at
the end of a word, within a line. Frequent at the end of the 5th foot in dactylic
hexameter. At pervenit and arbore:
- u u / - u u / - - / - u u / - u u / - -
pervenit ad tumulum dictaque sub arbore sedit (Met. 4.95)
Diastole: Lengthening of
an otherwise short syllable, usually before a caesura. Ex: videt
- u u / - - / - u u / - u u / - u u / - x
qui teneant n(am) inculta videt, hominesne feraene.
Elision: suppression of the final vowel or dipthong (or ecthlipsis, final syllable of a word ending in -m) before an initial vowel or h. Ex: n(am) inculta above.
Hiatus: The absence of elision
where 2 vowels meet or as expected according to the rule above:
- -
ex: Samo hic (Aen. 1.16)
Hypermetric line: a line
that elides the final syllable of its last word with the first syllable of the
next line. Ex : - - / - u u / - - / - u u / - u u / - - / - - / -
Iactemur doceas: ignari hominumque locorumque / erramus . . . (Aen. 1.332)
Syncope (syncopation): the
loss of a short vowel / syllable within a word
(as vulgasse instead of vulgavisse Met. 10.240)
Synizesis: the running together
or slurring of 2 vowels within a word without full contraction
(dehinc as "deynk" Aen. 1.131, ante hac as "antac" Hor Odes
1.37.5
u -
Systole: the shortening of an otherwise long syllable, as illius instead of
illius Aen. 1.16
Summer meetings (OPTIONAL)
will be announced via postal mail at some time in early - to mid-June.
Questions? Magistra.ligon@juno.com
You must pick up your packet and textbook from Mr. Kruze by Friday May 23 at the latest!!!!
Read "How To Lie With Statistics" by Darrell Huff and be prepared to take a quiz on the first day of school.
AP Psychology Summer Assignment
1. Read the book Girl, Interrupted by Susanna Kaysen
2. A few questions on your first test will be from the book.
3. Discussion Questions:
What is borderline personality
disorder?
Do you think Susanna should have been placed in McLean Hospital?
What event in the book struck you as the most pathetic?
What did you learn about people from this book?
Do people today continue to stereotype anyone who had sought psychological
help or has been institutionalized?
What is the difference between sanity and in sanity?
What were some of the drugs that were given to Susanna?
4. Have a great summer! Enjoy the book!
8 Honor Science
Summer Assignments
If you have questions, please email Ms. Ramstad
at Lramstad@cinci.rr.com
or ramstal@cps-k12.org
I. Arithmetic Competency
We will be using math in out study of physics first semester.
Please review the multiplication tables (up to 12 X 12). We will
have a few timed arithmetic quizzes involving algebra, subtraction,
multiplication, and division the 2nd week of school. (no one should
have to use a calculator to multiply or divide by 10!)
II. Lab Clean Up Experience
Throughout the year you will be expected to clean up after yourself. Nowhere
is this more crucial than in the chemistry lab (2nd semester). Consequently,
this summer you are expected to make sure you know how to do so by cleaning
up your kitchen. You will need to wash a total of 10 drinking glasses that have
been used (NO dishwashers!), 3 pans that have been cooked in, and wiped the
counter top after the kitchen has been used on 5 different days. (When wiping
the counter, please rinse and squeeze out the excess water in your rag or sponge.
(If you don't rinse and squeeeze out the water when you are in the chemistry
lab, you will be smearing wet powders and acids all over the counter instead
of cleaning up and the students who come in after you will not be happy!)
Have a parent verify that you did the cleanup work so I will know you are ready
for lab. This will be due the first day of school.Click HERE
to go to the form you will need to fill out and have signed.
8th Grade Honors Social Studies
Summer Assignment
Documenting the History of the Future
Henry Brown. Jonathan Edwards. Deborah Sampson. Anne Hutchinson. William Travis.
These are the names of some lesser-known characters in American history that we will be discussing this year in Social Studies. Do you think they ever imagined that one day they would be studied by 8th grade history students in 2007? Can you imagine what it would be like to be in the history books of the future?
Though you may not think about it often, you are living in the history of the future. Future generations will one day study how you dress, the phrases you use, the things you do for fun, and the events you experience.
Much of what we know about life in the past comes from PRIMARY SOURCES, resources created by an individual who experienced a historical event, or lived through a particular time period. For example, we can learn about the Civil War by studying photographs of the battlefields, diaries written by civilians, and journals kept by military commanders.
Your Assignment:
Objective:
• Conduct an interview to be used as a primary source about life in recent
history.
Instructions
• Choose a family member or family friend who you believe has experienced
an interesting event or lived during an exciting time period.
• Examples:
o Your grandfather fought during the Korean War.
o Your mother immigrated to the US from a foreign nation.
o Your cousin met President Clinton.
o Your father remembers the day President Kennedy was assassinated.
o Your aunt attended a Civil Rights march.
• If you need ideas, go to www.storycorps.net
and listen to some of the interviews. StoryCorps is a national documentation
project. Its goal is to record stories of people to be heard by future generations.
StoryCorps booths have been setup around the nation where interviews are recorded.
They are archived at the Folklife Center at the Library of Congress.
• Write five questions to use in an interview with your interviewee. The
questions must illicit a lengthy response. For example, instead of “How
old were you when Kennedy was assassinated?” ask “How did Kennedy’s
assassination affect you as an 11 year old?
• Conduct your interview and record the responses.
• Type your interview questions and the responses. Make sure to include
your name and the name of your interviewee.
o Format: 12 pt. Times New Roman or Arial Font, double spaced
• Create a visual to correspond with your interview. The visual should
be no larger than a standard 8 ½ x 11 sheet of paper. It should include
a picture of your interviewee. You may also include the following:
o Clips of images related to the historical event / time period your interviewee
lived through or experienced.
o A timeline of events associated with the historical event / time period your
interviewee lived through or experienced.
o Any other creative way to visualize your interviewee’s experience.
Your assignment is due the day we return to school. Put the typed interview and the visual in a folder to hand in. 10 points will be deducted for each day the assignment is handed in late.
This assignment
is worth 50 points.
• The interview is worth 25 points. The interview grade will be based
on adherence to instructions.
• The visual is worth 25 points. The visual grade will be based upon demonstration
of creativity and evidence of time spent.
If you have any questions about the assignment, please feel free to email me
at ormsbye@cps-k12.org. As this is summer break, please understand if I do not
respond immediately.
8H Social Studies Summer Assignment
“Documenting the History of the Future”: Grade Sheet
Name: ____________________________________
Interview
• 5 thought-provoking questions, with answers recorded
• 5 points per question and answer _____/25
Visual
• Image of Interviewee? _____
• Aesthetically pleasing? _____
• Organized? _____
• Stands out? Demonstrates Creativity. _____
• 8.5 x 11 sheet of paper? _____ _____/25
Deductions
• - 5 points for each day late _____
• - 5 points if not typed _____
• - 3 points if not typed according to format _____
• - 5 points if not in a folder _____ _____
Total Score _____/50
8H Social Studies Summer Assignment
“Documenting the History of the Future”: Grade Sheet
Name: ____________________________________
Interview
• 5 thought-provoking questions, with answers recorded
• 5 points per question and answer _____/25
Visual
• Image of Interviewee? _____
• Aesthetically pleasing? _____
• Organized? _____
• Stands out? Demonstrates Creativity. _____
• 8.5 x 11 sheet of paper? _____ _____/25
Deductions
• - 5 points for each day late _____
• - 5 points if not typed _____
• - 3 points if not typed according to format _____
• - 5 points if not in a folder _____ _____
Total Score _____/50
Students need to read a short story book in Spanish and answer questions at
the end of each chapter. There are 3 choices: Susana y Javier en Sudamérica,
La gran aventura de Alejandro and Buceando en el misterio y El libro Secreto
de Daniel Torres(the last two books go together as one assignment). Also, students
need to write one page essay about his/her Summer vacations. The uses of Present
and Past tenses are a requirement for this essay. Evaluation: 200 points= 2
grades. Assignment needs to be turned in the first day of the school year.
Sra. Rios-Baker
E-mail: abaker@fuse.net
bakeran@cps-k12.net
Students will read and discuss works from the required reading list of the Twentieth Century Latin American authors. For the reading list, contact: Sra. Rios-Baker at: bakeran@cps-k12.org. In order to be in this class, you need the teacher approval.
Overview
The summer assignment for AP US History includes two major components which
are due on the first day of school (August 12, 2008). You should consider your
summer schedule and complete the assignments in a timely manner. No extensions
will be granted. Any student who fails to complete the summer assignment will
be in violation of the terms and conditions of enrollment in AP US History and
will be placed in a regular US History class.
I. A People and A Nation
You are being provided with a copy of chapters 1 – 3 of your textbook.
You are required to read the three chapters, complete the note cards for the
identifications associated with those chapters, and complete the test items
provided. Be sure to adhere to the format required for the note cards. The note
cards are due on the first day of school. You may wish to take notes on the
material presented in chapters 1 – 3 of the textbook. Each student is
being assigned a test and an answer sheet that must be returned with the entire
packet of information on the first day of school.
II. Free Response Essay
1) Purchase Richard Hofstadter’s “Great Issues in American History,
Vol. I, From Settlement to Revolution, 1584 – 1776”.
2) Complete an
essay response to the following question: “During the seventeenth century
and increasingly in the eighteenth century, British colonists in America charged
Great Britain with violating the ideals of rule of law, self-government, and
ultimately, equality of rights. Yet the colonists themselves violated these
ideals in the treatment of blacks, American Indians (Native Americans), and
even poorer classes of white settlers.” Assess the validity of this view.
Use your Norton text readings and cite appropriate, relevant documents from
Hofstadter’s book in answering the question.
Essay Requirements:
1) This essay requires you to assess the validity of the statement in the question.
A careful reading and analysis of the readings should allow you to formulate
a thesis statement addressing the issue of validity. The introductory paragraph
must include the following, in this order: a context statement, your thesis
statement, and a minimum of three subtopic statements that communicate HOW you
will prove YOUR thesis.
2) You are expected to occasionally cite the documents provided in the Hofstadter book. At the end of each citation, indicate the page number (in parenthesis).
3) Avoid the use of “I” or any personal references such as “In my opinion” because such references are redundant and speak of a lack of analysis and evaluation. Above all, do not use modern misuses of the English language. Remember, this is a critical essay and you should use your best writing techniques.
4) Avoid the use of contractions and abbreviations.
5) As this is a formal essay, a concluding paragraph must be included.
6) The essay must be typed, double-spaced and should be proofread for grammar and spelling. Use standard margin settings (1”) and a 12 point font. The essay should be 3 – 5 pages in length. In addition, include a title page with book, title, name, date, and class. Please make a copy of your work for your records. The essay is due on the first day of school.
III. Concluding
Remarks
Keep in mind that the successful completion of the summer assignment (note cards,
test, and essay) will represent your commitment to meeting the academic demands
we will place on you in AP US History in the upcoming school year. It is our
sincere hope that a challenging and rewarding experience in US History awaits
each of you. We will do our best to provide you with such an experience and
look forward to advancing the study of history with you in the fall. Have a
wonderful summer.
Mr. Grunder Mr. Moliterno