Timber Creek High School Summer Reading 2018

Below are the subjects that require Summer Reading or a Summer Assignment for their course. Please follow the instructions listed for each course. We encourage all of our Wolves to read over the summer! If you are looking for something to read, please visit the TCHS Media Center page on the school website.

Page Page AP/APC+ Subject AP/APC+ Subject Number Number APC+ English I 2-3 AP French NSR APC+ English II 3 AP German NSR APC+ Biology NSR AP Human Geography 16-21 APC+ Geometry NSR AP Macroeconomics NSR APC+ Algebra II 4 AP Microeconomics NSR Honors/Regular AP Music Theory NSR APC+ Pre-Calculus 5 AP Physics 1 NSR AP Art History NSR AP Physics 2 NSR AP Biology NSR AP Physics C: E&M NSR AP Calculus AB NSR AP Physics C: NSR AP Calculus BC NSR Mechanics AP Chemistry 6 AP Psychology NSR AP Chinese NSR AP Research 22 AP Comparative 7-11 (Capstone) Government AP Seminar (Capstone) 22 AP Computer Science A NSR AP Spanish Language 23-28 AP Computer Science NSR AP Spanish Literature 29-30 Principles AP Statistics NSR AP English Language 12 AP US Government NSR AP English Literature 13-14 AP US History 31-32 AP Environmental NSR AP World History 33-34 Science AP European History 15

NSR = No Summer Reading- These courses have elected to not have a Summer Reading or Summer Assignment.

If you have any questions about a specific course, please contact the instructor. 1

APC+ Program Summer Reading

APC+ English I (9th Grade) Contact: [email protected] or [email protected]

Reading Assignment: Read Lay That Trumpet in Our Hands by Susan Carol McCarthy. You will need to complete each task below by August 17, 2018 and be prepared to participate in a discussion the first week of school. Your responses should be typed.

1. Quotation #1: Choose a statement or sentence that stood out to you from the book. Make sure you identify the chapter, page, and line number. a) Paraphrase quotation #1 and explain why you thought the quotation was important. b) What did you infer from quotation #1? c) What other way could this quotation be interpreted?

2. Quotation #2: Choose a statement or sentence that stood out to you from the book. Make sure you identify the chapter, page, and line number. a) Paraphrase quotation #2 and explain why you thought the quotation was important. b) What did you infer from quotation #2? c) What other way could this quotation be interpreted?

3. What is a question that you would like to ask your classmates about the novel? a) How would you answer your own question? b) Find a quotation to help support your answer. Include the chapter, page, and paragraph number.

4. List three sentences that you found confusing and/or interesting. Include the chapter, page, and paragraph number. Explain why these sentences stood out to you.

5. Evaluate the text by answering the following: a) How does the text compare to your own individual experiences? b) State what the text is about and explain the author’s opinion. c) Do you agree with her point of view?

6. Identify three examples of figurative language used in the novel and explain the literal meaning of each. Analyze their roles in the text.

7. Analyze one of the novel’s themes. Include at least three pieces of evidence from the novel to support the theme. Identify the chapter, page, and paragraph number for each piece of evidence. Your evidence should be accompanied by a sentence or two of thoughtful commentary/elaboration/analysis.

APC+ English I (10th Grade) Contact: [email protected] or [email protected]

Reading Task:  Read Ella Minnow Pea by Mark Dunn

Writing Tasks: 1. Choose one major character in Ella Minnow Pea. Trace and analyze the development of their argument regarding the falling of the tiles and life on the island throughout the novel. Consider the following topics:  What is your chosen character’s central argument?  Does their perspective change throughout the novel? How does this affect their argument?  How could their argument be more effective? Consider rhetorical appeals (ethos, pathos, logos) and other rhetorical strategies.  Your response should be in the form of a well-developed and well-organized essay response. Your response should be between 500-1000 words and should include appropriately cited evidence from the novel. 2. In addition to your argument analysis, choose three passages (longer than a paragraph but shorter than a page) to analyze in depth. Annotate each passage and write a 100 word analysis for each on the stylistic techniques used by Dunn. Consider the elements of voice (diction, detail, imagery, syntax, tone) as well as other figurative language and stylistic choices.

Both parts of the assignment should be on one Google document, which will be submitted via Turnitin.com during the first week of school. You will also be expected to participate in a class discussion during the first weeks of the school year.

Algebra II- APC+, Honors and Regular Contact: [email protected]

Students taking Algebra II-APC+ and Honors-will complete the summer assignment below. Students taking regular Algebra II are strongly encouraged to complete the assignment below in preparation for the course.

Algebra II- APC+, Honors and Regular

Use the link below to access the document that needs to be completed. The link to the document is on the APC+ website below. If you have issues accessing the document, please email the contact above for a direct copy.

APC+ Pre-Calculus Contact: [email protected]

The Summer Assignment is due the first week of School. It is recommended but not required for Pre-Calculus Honors ALL Pre-Calculus classes will be assessed on this material within the first two weeks of school. Use the link below to access the document that needs to be completed. The link to the document is on the APC+ website below. If you have issues accessing the document, please email the contact above for a direct copy.

APC+ Pre-Calculus Summer Assignment

AP Program Summer Reading

AP Chemistry Contact: [email protected]

Due the first week of school. In the AP Chemistry book that you can check out of the TCHS library. Please complete the problems at the end of each chapter Ch1. Dimensional Analysis 35,37,41,46,55,59,73,80 Ch2. Periodic table and Naming compounds 41,43,45,49,59-72 Ch3. Chemical stoichiometry 18,27-31,35,37,39,41,43,47,49,53,63,66,69,73,77,87,89,91,93,95,97,114 In the Study Guide Ch2 Pg. 40 #20,23 Pg. 41 #31,32 Ch3 Pg. 71 #43,45 Pg. 73 #58,61,62,64 Pg. 74 #70,71,72 *Memorize the Common Polyatomic Ions Pg. 67 table 2.5 You will be quizzed the first week of school. https://socratic.org/chemistry **this website offers lots of free videos on all Chemistry topics**

Critical Thinking (PAWS) & AP Comparative Government Contact: [email protected]

The semester course called Critical Thinking is paired with AP Comparative Government and Politics, and has a summer assignment to read E.H. Gombrich's "A Little History of the World." Please follow the assignment instructions carefully. Books are available at Barnes and Noble, other book stores, and online.

Important Note: Students taking only the semester course of Comparative Government, without PAWS, will not have Summer Reading.

______

Dear Parents or Guardians, In your child’s PAWS/A.P. Comparative Government and Politics Courses, the students are going to read E. H. Gombrich’s A Little History of the World! In the Freshman Seminar component of our course, I teach the basic skills and knowledge of the world that it takes to understand politics worldwide. These include basic geography, history, writing, and thinking skills. Prior knowledge of the major societies around the world and their past is a prerequisite to excelling in upper level courses in history and English at the high school level. Your child will need to purchase or borrow the approved book below. The attached assignment will be due on the first day of school: August 13, 2018. It is not necessary that the students purchase these books brand new. A used copy will do just fine, and is available for just a few dollars through websites such as abebooks.com and amazon.com. Alternatively, the students may borrow a copy of these books from the Orange County Public Library. I suggest you check for availability online at http://www.ocls.info/ Should you be unable to get a copy of the book for whatever reason, I invite you to contact me privately via email at [email protected]. There will be a comparable, alternative assignment available for students who have trouble getting access to a book.

Thank you, Marius Tesch & Clayton Phillips AP Comparative Government and Politics/Critical Thinking Timber Creek High School

Critical Thinking & AP Comparative Government continued…

Ready: Answer the following questions about Ernst Gombrich’s book A little History of the World. Please use Microsoft Word, Google Docs, or a similar software. You will be required to critically analyze the text & use specific information from the book to support your arguments. You must also follow the formatting instructions below very carefully! Set: Use this checklist to make sure your paper is formatted properly! ❏ Please put your name, the due date, and the course title in the top left-hand corner of your assignment ❏ Please use 12 font, Times New Roman, double-spaced text, and one-inch margins ❏ Please type the questions in your document and format the questions in bold. Type your answers underneath. ❏ Your answers to each question should be complete, and will probably require you to write 4-6 sentences for each question. ❏ At the end of each of your responses, please include a footnote by clicking “insert” or “reference” and selecting “footnote.” The format for a footnote in our course is illustrated on the attached pages. This is done so that you can tell your reader what page you found your answer on!

Go!: Answer ALL of the following questions. 1. How does Gombrich characterize Alexander the Great — as a hero or a villain? 2. With what analogy does Gombrich introduce the Middle Ages? Describe this analogy and discuss whether or not you think it is an appropriate characterization. 3. How does Gombrich describe the printing press, and why was it such an important invention in history? 4. Who was Martin Luther, and what changes in religion in European did he bring about in the 1500s? 5. Who was King Charles I, what happened to him, why, and how did England change after his rule? 6. What was the Age of Enlightenment, when did it occur, where, and what were its consequences according to Gombrich? 7. Describe Louis XVI according to Gombrich. What kind of ruler was he, when, and where did he rule? 8. Why does Gombrich characterize the French Revolution as a violent revolution? 9. Who was Napoleon Bonaparte, what were his successes and failures, and what legacy did he leave in Europe? 10. Reflect on Gombrich’s discussion of the Industrial Revolution. What things were invented? What effect did these things have on people’s lives? What are the biggest consequences of the industrial revolution? 11. Who was Karl Marx, and how does he react to the Capitalism that emerges out of the Industrial Revolution? 12. Why did the British attack the Chinese in 1839, what did they want, and why were the Chinese reluctant to oblige? 13. Why did European countries strive to own colonies, and which European country gained the most European countries? 14. How did World War One get started, what countries were involved, and what was the fighting like? 15. In what ways was Germany in a difficult position politically and economically after World War One? 16. Describe Gombrich’s tone as he discusses the rise of totalitarianism (especially Adolf Hitler). What were the major causes of World War Two?

Element 1.0 Beginning 2.0 Developing 3.0 Using (GOAL) 4.0 Extending Knowledge

Format The student follows none The student follows some of The student follows a The student does of the formatting the formatting guidelines majority of the formatting independent research to 10% guidelines laid out above. laid out above. guidelines laid out above. properly format citations not learned in class.

Content The student addresses few The student addresses The student addresses a The student addresses a of the questions posed for some of the questions posed wide variety of the wide variety of the questions 50% writing. The student’s for writing. The student’s questions posed for writing. posed for writing. The writing does not identify writing identifies the intent The student’s writing student’s writing accurately the intent of the author. of the author somewhat, accurately identifies the identifies the intent of the and reflects on a few of the intent of the author, and author, and reflects author’s treatments of reflects critically on the critically on the author’s topics. author’s treatment of a treatment of a wide variety wide variety of topics. of topics, and draws on the thoughts of other experts.

Citation The student does not use The student uses Chicago The student uses Chicago The student uses Chicago footnotes or bibliographic (Turabian) style footnotes (Turabian) style footnotes (Turabian) style footnotes 20% references. and bibliographic and bibliographic references and bibliographic references references with some flawlessly. beyond those from the book errors. itself.

Style The student demonstrates The student demonstrates a The student demonstrates a The student demonstrates a a writing style writing style appropriate to writing style appropriate to writing style appropriate to 20% inappropriate to the task the task but has some the task and has few to no the task with no and has many grammatical or syntactical grammatical or syntactical grammatical or syntactical grammatical or syntactical errors that hinder clarity. errors. The student errors. The student errors that hinder clarity. The student demonstrates demonstrates good word demonstrates command over The student lacks adequate command over choice and academic academic vocabulary specific command over academic academic vocabulary. vocabulary. to history and in particular vocabulary. the cold war.

Critical Thinking & AP Comparative Government continued…

Basic Footnote Help

Students, you are entering an academic course at the high school level. In English and Social Studies courses, you will learn how to write claims and substantiate them with evidence. That means that you need to be able to 1) use resources often in the form of books and primary sources, and 2) cite those sources within your own writing. In different classes, there are different formats that are used to cite evidence. In this class, you will use a modified, simplified version of what is called Chicago Manual of Style. This means that you will be learning to use footnotes to cite your sources when you write.

Citing a book in “Modified Chicago Style” is easier than you think! We will be using a slightly simplified version of this citation format. In Google Docs, all you need to do is click “Insert” and then “Add Footnote.” In Microsoft Word, click the “References Tab” and “Insert Footnote.”

Question: What is a footnote?

Answer: A footnote is a small number added to the end of a sentence that informs the reader of where the author found his or her information. Footnotes are used anytime you quote, summarize, or paraphrase the work of another person in your own writing.

This is the footnote number. It is created The title of automatically for The page number the book you by Microsoft The author’s name comes last, comes Word or Google comes first in a followed by a next. It is Docs. footnote, followed by a period. period. italicized.

2. Erns t H. Gombrich, A Little History of the World, p. 225. Footnotes are indented!

Online sources are a little bit more complicated. For your summer assignment, you won’t need to use them. For additional citation information, please visit: https://owl.english.purdue.edu/owl/resource/717/01/

Critical Thinking & AP Comparative Government continued…

John Doe

August 16, 2017

PAWS

Sample Summer Assignment for Formatting Reference

1. Your first question goes here.

Your response to the first question gets written here. You should respond to all parts of the question as thoroughly as you can. You may use “quotes from the author,” as long as you use quotation marks. At the end of your response, you need to include a footnote citing the author, book title, and page number where you found your information. You may hit enter twice after your first response to visually separate your responses.1

2. Your second question goes here.

Your response to the second question gets written here. For your second footnote, you may use the Latin word “Ibid” rather than rewriting the entire footnote. It means “same as above,” and can save you a little bit of time. Just a reminder: throughout your entire assignment, please use Times New Roman Font in 12 point.2

1 Ernst Gombrich, A Little History of the World, p. 220.

2 Ibid., p. 225. 11

AP English Language Contact: [email protected] or [email protected]

Read On Writing by Stephen King. Although you are not required to annotate this book, we highly recommend that you take some sort of notes, as you will be tested on it the first week of school. Read chapters 1-8 of The Only Grammar Book You’ll Ever Need by Susan Thurman. Be sure you understand the terms and concepts covered in these chapters. If you need additional help, many grammar sources are available on the internet, like http://www.dailygram.com/ We will review these chapters and quiz you on them during the first week of school.

AP English Literature Contact: [email protected] or [email protected]

The purpose of the summer reading assignment is multi-faceted: ● To help you build confidence and competence as readers of complex texts. ● To give you, when you enter the class in August, an immediate basis for discussion of literature. ● To set up a basis for comparison with other works we will read during the year. ● To provide you with the beginnings of a repertoire of works you can write about on the AP Literature exam next year. ● Last, but not least, to enrich your mind and stimulate your imagination.

1. Each student must read the following required novel: ● Brave New World by Aldous Huxley Be prepared to write an essay on this novel when you return. This means you may want to annotate the novel, or at least take notes, while reading. These annotations or notes will not be graded but will help ensure a thorough reading.

2. Each student must read one of following plays: ● Death of a Salesman by Arthur Miller ● A Raisin in the Sun by Lorraine Hansberry ● A Doll’s House by Henrik Ibsen Be prepared to discuss this when you return. This means you may want to annotate the play, or at least take notes, while reading. These annotations or notes will not be graded but will help ensure a thorough reading.

3. Each student must complete the following poetry essay: On the second section of the AP Literature exam, you will have to write three essays in two hours (Poetry, Prose, and Open-ended). We will practice these skills throughout the year. This poetry essay will act as a barometer. You will have roughly forty minutes per essay, so attempt this essay in that amount of time. Do not use external resources, including the internet. Plagiarism of any kind will result in a zero on the summer assignment as a whole.

The prompt and poem are on the following page. The rubric can be accessed at: HERE (be sure you are logged into your OCPS account to access this). ‘

AP English Literature continued…

Prompt: Write an essay in which you analyze the speaker's complex attitude toward loss. Using specific references to the text, show how Bishop’s use of poetic devices such as repetition and figurative language define this complex attitude.

One Art By Elizabeth Bishop

The art of losing isn’t hard to master; so many things seem filled with the intent to be lost that their loss is no disaster.

Lose something every day. Accept the fluster of lost door keys, the hour badly spent. The art of losing isn’t hard to master.

Then practice losing farther, losing faster: places, and names, and where it was you meant to travel. None of these will bring disaster.

I lost my mother’s watch. And look! my last, or next-to-last, of three loved houses went. The art of losing isn’t hard to master.

I lost two cities, lovely ones. And, vaster, some realms I owned, two rivers, a continent. I miss them, but it wasn’t a disaster.

—Even losing you (the joking voice, a gesture I love) I shan’t have lied. It’s evident the art of losing’s not too hard to master though it may look like (Write it!) like disaster.

If you have any questions or need additional information, please email Mr. Brosseau ([email protected]), or Mrs. Kee ([email protected]). Do not hesitate to contact us about any questions pertaining to AP Literature.

AP European History Contact: [email protected]

Read A World Lit by Fire by William Manchester. You will have a test when you return to school. Students should try to understand the themes presented in the book and the arguments that the author gives. Please don’t try to memorize numerous details.

AP Human Geography Contact: [email protected] or [email protected]

Please print the pages for AP Human Geography to complete.

Student Name:

Due on Friday, August 17, 2018

As an APHG student, you are held to a higher expectation than the average student of geography. Despite the fact that you are in the 9th grade, AP Human Geography is a college level course; you will be given college level work. As part of the college level curriculum, there is the opportunity to earn college credit; however, this can only be achieved if you are willing to put forth college level effort. As an introduction to this course, it is required that you complete this summer assignment in an effort to become more familiar with the areas of study that are covered. Your entire packet is due on the first Friday of school.

AP Human Geography continued…

Part I: Geographical Regions

Students need basic geographical knowledge in order to understand AP Human Geography. The map below provides students a starting point for identifying regions and their locations relative to other regions and landforms. Geospatial awareness is fundamental knowledge for students to build an understanding of cross-cultural contacts, trade routes, migrations, etc., which constitute the key concepts in the AP Human Geography course. Materials: Internet, maps provided, colored pencils Directions: Please input the following information on the map provided. AP Human Geography – World Regions, a closer look

 This map identifies the various sub-regions within the five major geographical regions. These regions will be used repeatedly during the AP Human Geography course and students are expected to know them.  Label the following sub-regions on the map and color in the geographical borders. o Central Asia o East Asia o South Asia o Southeast Asia o Middle East o North Africa o West Africa o Central Africa o East Africa o Southern Africa o Sub-Saharan Africa (this will overlap) o North America o Latin America (will overlap) o Caribbean o South America o Label all the continents and major waterways (major oceans and seas).

. . AP Human Geography World . Regions .t' • t.

A Closer Look

AP Human Geography continued… Part II: Vocabulary Flashcard Fundamentals

An important component to understanding human geography and our world is to be familiar with and be able to apply an array of vocabulary terms and concepts. This is also fundamental to doing well on the AP Exam. Materials: Standard 3x5 note cards (your choice of colors), pen, internet Directions: Please review the vocab terms below for Unit 1 and study them prior to the first day of school. These are only some of the Unit 1 terms. You will receive more the first week of school. We suggest that you make your own flashcards for each unit of study. You will create them on your own time and follow your own organizational style. The vocabulary words will be given at the beginning of each unit. There are over 500 terms, concepts, models, and people to be defined or identified. Your first batch of vocabulary cards will cover part of the Unit 1 concepts and items that will be revisited multiple times throughout the year.

Vocabulary Terms

Arithmetic Density Physiological Density Cultural Landscape Contagious Diffusion Stimulus Diffusion Sequent Occupance Distance decay Human Geography Possibilism Distortion Projection Remote Sensing Environmental Determinism Absolute Location Relative Location Formal Region Functional Region Perceptual Region Geographic Information System Global Positioning System Time-space compression Relocation Diffusion Expansion Diffusion Hierarchical Diffusion Scale Diffusion Hearth Time Zones

Part III: Map Projections

Map projections are attempts to portray the surface of the earth, or a portion of the earth, on a flat surface. Distortions always result from this process. Some projections minimize distortions in some of these properties at the expense of maximizing errors in others. Some projections are attempts to only moderately distort an area: 1. Distance A map is equidistant when it portrays distances from the center of the projection to any other place on the map.

2. Direction A map preserves direction when azimuths (angles from a point on a line to another point) are portrayed correctly in all directions. 3. Size or Scale Scale is the relationship between a distance portrayed on a map and the same distance on the Earth. 4. Shape or Area When a map portrays areas over the entire map so that all mapped areas have the same proportional relationship to the areas on the Earth that they represent, the map is an equal-area map.

AP Human Geography continued…

Directions: Look up information on the following map projections and place it into a chart similar to this one.

Projection Name Creator? Creator Notes? Map Uses? What Distortions? 1. Goode Homolosine Projection 2. Robinson 3. Mercator Projection 4. Peters Projection 5. Winkel Tripel 6. Sinusoidal Equal Area 7. Lambert Azimuthal Equal Area

Part IV: Power of Place

Directions: Answer the following questions based on the video at the link included. You will need to write your answers on a separate sheet of paper. Please remember all answers must be in complete sentences in order to receive credit. Video Link: https://www.learner.org/series/powerofplace/page1.html Power of Place #1- One Earth, Many Scales 1. Approximately how much of the earth’s surface is covered by water? 2. Where are most volcanoes found? 3. Iceland is located on the boundary of what two tectonic plates? 4. How can night satellite imagery be used to determine differences in levels of economic development? 5. The USA consumes about how much of the world’s energy? 6. What is happening to the Aral Sea? 7. What is Globalization? 8. The black smudge seen in satellite images over Siberian snow fields is caused by what? 9. What does the Chinese- Anglo culture conflict in Vancouver involve? 10. What are the differences between Centripetal forces and Centrifugal forces? 11. What is the lingua franca of the global economy? (What is a lingua franca?) 12. The resistance to globalization in Quebec is based upon what? 13. What is the difference between Centripetal and Centrifugal forces?

Part V: Types of Diffusion Cartoons

Directions: Look at the chart on the next page. Follow the directions at the top of the page.

CULTURAL DIFFUSION ILLUSTRATIONS

Instructions: Use the Internet to research the different types of cultural diffusion, create four different illustrations that show your understanding of each. First, briefly describe how each type of diffusion spreads. Next, using a detailed stick figure drawing, create a real-world example to illustrate each diffusion type. Finally, write a brief caption for each illustration explaining what is happening. CONTAGIOUS DIFFUSION (EXPANSION) HIERARCHICAL DIFFUSION (EXPANSION)

How It SPREADS: How It SPREADS:

CAPTION: CAPTION:

STIMULUS DIFFUSION (EXPANSION) RELOCATION DIFFUSION

How It SPREADS: How It SPREADS:

CAPTION: CAPTIO

AP Capstone Program

Note: Students must be accepted into the AP Capstone program to take the following two classes.

AP Capstone Research Contact: [email protected]

Students will receive a letter explaining the summer assignment. If you have not received the letter or if you have any questions about the assignment, please contact the instructor.

AP Capstone Seminar Contact: [email protected]

Students will receive a letter explaining the summer assignment. If you have not received the letter or if you have any questions about the assignment, please contact the instructor.

AP Spanish Language Contact: [email protected]

The following summer assignment is for students who will take the AP Spanish Language Course in the 2018-2019 school year, in order to better prepare them for the course and make the AP Spanish Language experience more beneficial overall. The summer assignment is intended to give students a better idea of what to expect on the AP exam as well as to encourage practice with the language over the summer. Taking this assignment seriously and spacing its requirements out over the course of the summer will benefit you greatly. Do not wait until the week before school starts to begin this assignment! Waiting until the start of school eliminates the continual practice this assignment is intended to provide!

Assignment #1 Reading Practice (40 points total, 4 point per article) 1. Reading comprehension and writing are important skills tested on the AP Spanish Language exam. To strengthen your Spanish reading comprehension and writing skills over the summer, you will read and summarize 10 news articles in Spanish. You will also document new words you learn and use those words in original sentences. Use (for each article) the form attached to this packet to record the articles you have read and write your summaries. Start now! Where will I find news articles in Spanish? There are a number of news websites in Spanish available on the internet. See the list on the next page. In addition, most major cities in Texas have at least one Spanish newspaper. These newspapers are usually published weekly and are often available for free outside major retail stores such as Wal-Mart, Fiesta, etc. IMPORTANT: If you believe that finding news articles in Spanish will be very difficult for you due to travel plans or other issues, you must speak with the AP Spanish teacher BEFORE the end of the CURRENT school year so that he/she can help you find the articles before the summer. News Websites in Spanish BBC Mundo www.bbcmundo.com  El País (España) www.elpais.com  Univisión www.univision.com  Centro de Noticias ONU http://www.un.org/spanish/News/  El Universal (México) http://www.eluniversal.com.mx/noticias.html  El Mercurio (Chile) http://diario.elmercurio.com/2010  Yahoo en español http://espanol.news.yahoo.com/ Assignment # 2 Listening/Viewing Practice (20 points total, 2 point per ½ hour) Listen to the radio, news, etc. and document it with a summary of 10 sentences in Spanish. Do not forget to document the web page, radio name, etc. You may also fulfill this requirement by watching Spanish television, but it should be something of educational value with a lot of language use such as a news program. See log attached. Use (for TV / RADIO / PODCAST LOG ) the form attached to this packet. Start now! Vary the type of material you listen to. For example: listen to things related to the environment, politics, economics, tourism, etc. At the beginning it may be hard to understand the first time so you may listen to it more than once, take notes, etc. You can listen for 15 minutes at a time but remember that 30 minutes = 1 point.

AP Spanish Language continued…

Assignment #3 Writing Practice: (20 points total, 2 point per entry) You will be required to write 10 journal entries of approximately 60 words (not including prepositions, etc.) on topics of your choice. These can be about your family, favorite TV Show, favorite music group, etc. Be careful not to translate directly from English to Spanish, nor use any online translation service, as points will be deducted or you may not receive a score for that entry. All journal entries must be typed.

Assignment # 4 Collage and sentences (20 points) Contesta las siguientes preguntas en oraciones completas: • ¿Cuál es tu pasatiempo favorito? • ¿Cuál es tu película favorita y por qué? Haz un breve resumen de la película Haz un collage de fotos o dibujos de lo más que te guste hacer. Escribe un breve resumen explicando el Collage o el dibujo que elegiste. La nitidez y organización de este trabajo son bien importantes, para poder obtener una calificación satisfactoria, debes seguir las instrucciones y tener todo organizado según se le ha pedido.

This assignment asks you to read, write, and listen to the Spanish language as much as you are able during the two summer months. Tasks: You will need a 1 ½ binder for the summer work. Please turn in the material in the following manner: 1. Organize your binder by ASSIGNMENTS ( use dividers, and label them per assignment 2. Place completed materials in your binder. 3. Include IN THE COVER SHEET school name, your name, and teacher name 4. Remember organization and neatness counts toward your grade 5. Due Date: SEPTEMBER 28

NO EXCEPTIONS for full credit.

AP Spanish Language continued…

______

Portion to be returned to teacher the first day of school

Student: I have received a copy of the summer assignment on (date) ______(Student initials______) and I understand what this assignment is about. I understand that the summer assignment is due on Wednesday, September 28th. I agree to follow all instructions, and I understand there is a due date and will receive a 0 if I choose not turn in the homework. I also understand that I am responsible and accountable for my work. Parent: I have read my child’s summer assignment and I understand what is required of my child to earn credit for this class. *Student: please type your name and sign at the bottom of this page. *Parent: please type your name and sign at the bottom of this page.

Student: _____ I have read and I understand the assigned summer assignments for the AP Spanish Language Course. I understand the assignments are due on September 28th. _____ I understand that if I do not turn in the assignment, I will receive a zero for each item that is missing. _____I understand that I have the capability to reach Sra. Vincenty, if I am in need of assistance and/or need clarification of my assignment. ([email protected])

Your name (student): ______Your signature (student): ______Date: ______Parent’s name: ______Parent’s signature: ______Date: ______

AP Spanish Language News Article Record Sheet Please complete the following information in SPANISH. Título del artículo ______Autor ______Fecha ______Nombre del periódico o sitio web ______Parte I. Escribe 10 palabras nuevas que leíste en el artículo y sus definiciones en inglés. 1. ______2. ______3. ______4. ______5. ______6. ______7. ______8. ______9. ______10. ______

Parte II. Escribe 5 frases originales usando 5 de las palabras nuevas que leíste en el artículo. 1.______2.______3.______4.______5.______

Parte III. Escribe un resumen del artículo (extensión mínima 60 palabras). ______

TV / RADIO / PODCAST LOG FECHA: ______SELECCIONAR (circle -1): TV RADIO PODCAST NOMBRE DEL PROGRAMA: ______TIEMPO: ______

RESUMEN/COMENTARIOS: ______

“Education is the passport to the future, for tomorrow belongs to those who prepare for it today.” Malcolm X

Importante: Make 10 copies of pages 4-7 in order to complete assignments 1 and 2.

AP Spanish Literature Contact: [email protected]

Año escolar 2018-2019

Querido estudiante,

Has tomado la decisión de continuar con tus estudios en el idioma español, ¡Bienvenido! Me alegra que hayas elegido nuestro curso de literatura y cultura. Este es un curso de tercer año de la universidad, el cual contempla el estudio de obras muy interesantes, de autores reconocidos internacionalmente por su excelencia como escritores. Me ofrezco para acompañarte en un viaje maravilloso por la tierra hispanoamericana, su historia y sus costumbres a través de su literatura. Estoy segura de que lo vas a disfrutar. Por otra parte, si sigues las normas del curso y te dispones a aprovecharlo con interés, progresarás mucho con el idioma y aprobarás el examen de AP al final del año escolar. Para lograr estos objetivos, tendrás que realizar los trabajos de clase y las tareas que te ayudarán a practicar tu lectura, escritura, comprensión oral y escrita del idioma castellano. El curso proporciona una visión panorámica de la literatura española e hispanoamericana. Leeremos obras de cada género literario: novelas, cuentos cortos, ensayos, poesía y teatro. A través del análisis de las obras, recorreremos la historia de la literatura, analizaremos los elementos contenidos en las lecturas, y veremos cómo éstos están relacionados entre sí. El curso contiene una variedad de temas académicos y culturales desarrollados totalmente en español. Si tienes dudas o comentarios, puedes comunicarte conmigo a través de mi correo electrónico. No dejes que el trabajo te impresione, tendrás mi apoyo cada vez que lo necesites, eso sí, te pido poner todo tu esfuerzo para que puedas aprovechar esta gran oportunidad. Felicitaciones por tu valentía y deseos de superación, y te aseguro un año lleno de retos y satisfacciones.

Sra. Abbati Maestra

AP Spanish Literature continued…

Tarea de verano De acuerdo a la política de la escuela, todo trabajo deberá ser entregado en su fecha de vencimiento. La fecha de vencimiento de esta tarea es el lunes 20 de agosto.

1. Introducción a los géneros literarios. Escribe una definición de los siguientes términos literarios y da algunos ejemplos de cada uno. Presentación: Power Point, Prezzi, Google Slides, Poster o video, para que lo expongas a la clase. A. Novela B. Cuento C. Teatro D. Poesía E. Ensayo

2. Cronología de la literatura española. Define las épocas de la literatura española* y explica sus principales características**. Presentación: Power Point, Prezzi, Poster o video para exponerlo a la clase. * Las Épocas de la literatura española que debes incluir son: A. La Época Medieval o Edad Media B. El Renacimiento C. El Barroco D. El Neoclasicismo E. El Romanticismo F. El Naturalismo G. El Modernismo H. La Generación del 98 I. El Vanguardismo J. El Boom Latinoamericano K. La Literatura Femenina Contemporánea. L. ** Las principales características de cada época son: M. Nombre de la época literaria N. Siglos y años en los cuales se desarrolló O. Principales acontecimientos históricos y culturales de ese momento P. Corrientes literarias de moda en esa época Q. Autores más destacados y el titulo de sus principales obras literarias.

Recursos:  Libro de texto: Abriendo Puertas, ampliando perspectivas de Bowen y Bowe  Internet. Usa fuentes confiables.

NOTA: Envía todo a mi email, no es necesario imprimirlo: [email protected]. También guárdalo en una memoria y tráelo a la clase.

AP US History Contact: [email protected] or [email protected]

Dear future APUSH (Advanced Placement United States History) students:

Collegeboard, the creators of the AP exam, is bringing the course in line with increased rigor of the Florida Standards for Social Studies. In order to be successful in this course a student must be a proficient reader of historical texts, both primary and secondary, must be able to think analytically, and write with clarity & purpose to historical questions. As a result the course will be very heavy in reading of historical texts, understanding ‘schools of history’, learning the history of America, and expressing analytical thought in written form. To achieve those goals, the course will have many writing processes and assignments to foster and support that understanding. Students will be required to develop historical arguments for debate, discussion, as well as written presentation. Therefore, many assessments will be based upon student created work (essays, document analysis, diagrams that demonstrate student understanding). So now that you know this, what can you do? I implore you to invest some of your time this summer familiarizing yourself with American History. If you choose to do nothing in preparation for this course, you will start from a stand still while others who have chosen to be proactive learners will ‘hit the ground running’. There are 7 Themes that will guide our studies (commas separate them): American and National Identity, Politics and Power, Work Exchange and Technology, Culture and Society, Migration and Settlements, Environment and Geography, America in World Keep these themes in mind while investigating America and how these concepts interact to create America. Keep these 7 Themes in mind while exploring American history.

1. Look at the Collegeboard website: https://apstudent.collegeboard.org/apcourse/ap-united-states-history/new-curriculum-2014 This page gives you a brief over view of the course. MORE IMPORTANTLY, scroll to the bottom and down load the .pdf. (Or click on link below). This 142 page .pdf shows the entire course and exam description. Make sure you understand what this course requires and that YOU are willing to invest the time, energy, and thought to be successful. http://media.collegeboard.com/digitalServices/pdf/ap/ap-course-exam-descriptions/ap-us-history- course-and-exam-description.pdf

2. Spend some time investigating U.S. history. Some great websites to check out: http://www.pptpalooza.net/ -- Many, Many PowerPoints about US history. http://www.loc.gov/ -- Library of Congress, tons of primary US history resources Youtube.com – look for crash course US history videos and others by a guy named John Green. http://www.khanacademy.org/ -- Great resources for all sorts of different topics. http://www.nhd.org/USHistoryPrimarySources.html -- Various links to sources and other sites. Various television programs: How the States got their Shapes, Men Who Built America, World At War (new History Channel series), The Presidents. And various PBS documentaries. Takes notes and ask questions about what you don’t understand. If you wish to get ahead before the school year starts, see below.

AP US History continued…

The 1st few assignments/assessments: 1) There will be quizzes regarding geography this year. You will need at least the following: a. You will need to be able to locate on a map: Locate all 50 states, Bodies of Water: Chesapeake Bay, Potomac River, Hudson River, Lake Erie, Lake Huron, Lake Michigan, Lake Ontario, Lake Superior, Ohio River, Mississippi River, Tennessee River, Colorado River, Columbia River, Great Salt Lake, Missouri River, Nueces River, Rio Grande, Willamette River, Yukon River. Mountains/Regions: Appalachian Mountains, Black Hills, Cascade Mountains, Great Plains, Rocky Mountains, Sierra Nevada Mountains 2) We will be using a book called Amsco. You will get a physical copy from the media center when school begins but here is an internet link to use: http://ma.lvlhs.org/ourpages/auto/2012/4/12/58446259/TOP%20REVIEW%20TEXTBOOK.pdf If you have any questions over the summer, you can email me at [email protected] or the other APUSH teacher [email protected]. We will be checking our email ON A LIMITED BASIS over the summer, but we will respond to you. Below will be one of the 1st assignments due the 1st week of school. You should respond to these questions using complete sentences. Assignment must be hand written.

John Greene Crash Course Videos Chapter 1 & 2 Guided Questions. These videos can be found on youtube.com.

The Black Legend, Native Americans, and Spaniards: Crash Course US History #1 When the Europeans made contact with North American, what didn’t and did Native Americans have?

What are some differences and similarities among Native Americans in North America?

Describe Pope and the causes of the Pueblo revolt as well as the results/consequences of the revolt.

Contrast Sepulveda’s and Bartolome de Las Casas’ view of Native Americans.

When is Thanksgiving? Colonizing America: Crash Course US History #2 Describe the difficulties encountered with the Jamestown settlement AND the solutions.

1. What impact did tobacco have on Jamestown and in England both economically and socially? 2. What problem did the Pilgrims and Puritans have with the Church of England & describe the Puritan religion 3. What was the Mayflower Compact AND why was it a big deal? 4. How was the Massachusetts Bay Company similar to and different from Jamestown? 5. What did Winthrop mean by “City Upon a Hill” and what is the significance of this document in our history?

AP World History Contact: [email protected]

In AP World History class next year you will be expected to read a series of historical texts that discuss and explore a variety of topics throughout history. The books that will be assigned to the class are designed to introduce students to major topics and themes of World History. There will be one text assigned each nine weeks and you will be required to write a critique of these texts in paper form. The major questions these texts will attempt to answer could include; what were the causes and effects of an event? What were the reasons for major changes and continuities within a region? How did this period of history affect the modern day world? What is the significance of two civilizations interacting with each other? In these texts students will be introduced to historiography which focuses on how events in history are interpreted and perceived by historians.

The purpose of historiography is to illustrate that there are multiple points of view on historical events and that historians must evaluate sources, in particular primary sources, with a variety of criteria including the author’s background, position in society, what they wanted to see happen, and their purpose for creating the document. You will learn that historians don’t agree on how history is interpreted and it will be your job to identify strengths and weaknesses of historical authors and their arguments.

As part of the AP World History curriculum you are then expected to read, analyze, critique, and discuss the arguments of these historians and how they interpret historical events and the people who participated in them. The reason we will do this in class is to better understand documents in a historical context, develop historical thinking, be able to evaluate the validity of information in our modern world, improve analytical writing skills, and understand our past and the contributions it has made to the world we live in today. Upon completion of these various texts, you will then be expected to write a detailed response to a series of questions on each of the texts in paper form.

During the summer you will be assigned one historical texts which will be used to introduce students to the AP World History curriculum. The following text is required for your summer reading: 1) An Edible History of Humanity by Tom Standage

The assignment for An Edible History of Humanity will be a paper that you will turn in your first day back to school in August. The paper guidelines will follow this introduction to the summer assignment. Thank you and have a great summer.

AP World History continued…

AP World History Summer Assignment – An Edible History of Humanity Book Review Stano

One role of the historian in our world today is to evaluate texts and analyze the major themes and ideas of an author. By identifying strengths and weaknesses of texts, historians can build their knowledge of a historical period, therefore gaining a better understanding of that topic. In class this year we will be doing the same thing. In An Edible History of Humanity author Tom Standage takes a unique look at history through the study of how food has impacted the development of civilization. Standage reviews how food has been a source of civilization, provided for growth of empires, been the source of social hierarchies, helped to fuel trade routes and even been used as a weapon. You are to critically analyze An Edible History of Humanity in a paper format. Your paper will be 6-7 pages in length and you will incorporate 3- 6 footnotes into your response.

You are to utilize the following questions to help guide your paper. DO NOT address all of these questions in your paper, just focus on a few. Your paper needs to be a balance of reviewing the content of the text and Standage’s writing; strengths/weakneses, writing style, etc.

- What is Standage's thesis? What is his argument? Does he support his thesis and argument? - According to Standage, why did Hunter-Gather societies decide to farm? - What role does food play in the development of early civilizations' religion according to Standage? - Standage argues that food production created a social hierarchy in early societies. Do you agree? - What role does trade play in the spreading of religion in the Classical World (600 BCE - 600 CE)? - What is the argument for societies to eat local food rather than imported food? Do you agree/disagree? - Do you agree with Standage when he says, "spices provided the seeds from which Europe's colonial empires grew"? Provide evidence from the text to support your answer. - Standage argues that the introduction of sugar to the America's was a curse. Agree/Disagree? - How did changes in food production during the 18th-19th centuries in Britain lead to Britain becoming the first industrialized nation? - How did food play a role in the building of Napoleons' empire during the early 19th century? - In what way did Nicolas Appert and/or Norman Borlaug change history? - Standage argues that food played a major role in the collapse of the Soviet Union. Do you agree/disagree? Provide evidence from the text to support your answer. - How did the Green Revolution contribute to the economic development of China and India? - What are the pros and cons of the Green Revolution according to Standage?

Paper Guidelines: - MLA Format - 6-7 pages in length - Times New Roman font - 12 font size - Double- Spaced - 1 inch margins - 3 footnotes – MLA Format – I know you don’t have much experience but do your best - The paper should have an introduction, body paragraphs and conclusion - I DO NOT want a summary of the book – you need to analyze Standages’ work and thesis - Bibliography (I know it is only one book, but it will be good to practice for the upcoming year) 34