Welcome to AP Language. Work can be accessed through Google classroom. Join using the class code zylvmdz This is a college class, and we’re going to do college work, but here is my promise. I will give you the ramp you need to understand the work so you can succeed. Your job is to accept my help. And this summer assignment is your first chance to prove you can do that. We’re going to read one of the most famous pieces of writing in the world: Plato’s Allegory of the Cave. It’s a brilliant theory that changed the way people see the world. Bill and Ted Philosophize with Socrates https://www.youtube.com/watch?v=R0czxSi53jI However, this is not an easy reading. So, I am going to give you some stepping stones. First, you need to have a Stanford vocabulary to read a text off the Stanford site. I have pulled all the words for you. You are going to use Google to search for sample sentences. So if you’re looking up “inscrutable” you’re going to put “sample sentence inscrutable” into Google. Now you need to look at those sample sentences and decide what the CONNOTATION of the word is. Is it positive, negative or neutral? Is it used to describe ideas that are powerful or weak (or is there no pattern in the power of the word)? Does the word have a specific idea attached to it? Flee, run, dash, bolt, and scramble all mean that someone is moving legs fast. However, these are exceptionally different words. He fled (strongly negative, powerful, implies fear) He ran (neutral, no pattern, no emotion) This lack of connotation makes the word weak. He dashed (slightly positive, strong, implies more energy) He bolted (slightly negative, strong, implies being startled or moving quickly) He scrambled (negative, no pattern, implies a lack of planning or coordination) Once you have this work done, the reading will become infinitely easier. So if you skip this and then struggle with the text… dude, just use the stepping stones I’ve giving you to succeed! Allegory of the Cave Vocabulary I have given you the definitions (you’re welcome). You need to finish by searching for sample sentences and deciding, what is the emotion (positive, negative, neutral), how strong the word is (powerful, weak, or no pattern how it is used in sample sentences), and what ideas are associated with the word. I did the first four for you. (Again, you’re welcome.) Make sure you know these words and study them before you start reading the assignment. If your vocabulary is weak and you start reading, the text will become very frustrating. abroad: in or to a foreign country or countries Neutral No pattern Nothing specific beyond the definition acropolis:a citadel or fortified part of an ancient Greek city, typically built on a hill Slightly positive Strong (large) Maybe admiration, maybe no emotion adamant:refusing to be persuaded or to change one's mind positive STRONG! stick-with-it-ness! adorn:to add something decorative to a person or thing positive No pattern beauty/enjoyment adulation:very great admiration or praise for someone, especially when it is more than is deserved amalgamate:to join or unite to form a larger organization or group, or to make separate organizations do this anachronism:a person, thing, or idea that exists out of its time in history, especially one that happened or existed later than the period being shown, discussed, etc. bearing:someone's way of moving and behaving bypass:to avoid something by going around it caveat:a warning to consider something before taking any more action, or a statement that limits a more general statement chalk up:to have a success or failure, to record that success or failure conceive:to imagine something contemporary:existing or happening now <<OR>> belonging to the same or a stated period in the past contested:to oppose esp. in argument correspond:to match or be similar or equal corroborate:to add proof to an account, statement, idea, etc. with new information depiction:the way that something is represented or shown discourse:a speech or piece of writing about a particular, usually serious, subject dispute:an argument or disagreement, especially an official one between, for example, workers and employers or two countries with a common border divine:connected with a god, or like a god dominant:more important, strong, or noticeable than anything else of the same type emulation:the process of copying something achieved by someone else and trying to do it as well as they have enable:to make someone able to do something, or to make something possible encumbered:prevented from making quick progress by having to carry heavy objects or deal with important duties and responsibilities enigma:something that is mysterious and seems impossible to understand completely eroded:to slowly reduce or destroy something eschew:to avoid something intentionally, or to give something up explicit:clear and exact extant:used to refer to something very old that is still existing founding:to bring something into existence gait:a particular way of walking garden-variety:very common or ordinary haunt:a place often visited by an individual iconic:very famous or popular, especially being considered to represent particular opinions or a particular time imperceptible:unable to be noticed or felt because of being very slight impervious:not influenced or affected by something incidental:less important than the thing something is connected with or part of inscrutable:not showing emotions or thoughts and therefore very difficult to understand or get to know irreverence:the quality of not showing the expected respect for official, important, or holy things lampoon:a piece of writing, a drawing, etc. that criticizes a famous person or a public organization in a humorous way, allowing their or its bad qualities to be seen and making them or it seem stupid mitigate:to make something less harmful, unpleasant, or bad mouthpiece:a person or a newspaper that expresses the opinions of others nominal:in name or thought but not in fact or not as things really are ominous:suggesting that something unpleasant is likely to happen paradigm:a model of something, or a very clear and typical example of something pedestrian:not interesting; showing very little imagination phenomenon:something that exists and can be seen, felt, tasted, etc., especially something unusual or interesting physiognomy:the physical appearance of the face plausible:seeming likely to be true, or able to be believed prima facie:at first sight (based on what seems to be the truth when first seen or heard) privilege:having or showing a special advantage profound:felt or experienced very strongly or in an extreme way proportionate:being in due proportion; agreeing in amount, magnitude, or degree propriety:correct moral behavior or actions relevant:connected with what is happening or being discussed rhetorician:a person who is good at speaking in public, especially someone who is able to influence people satyr:a god in Greek literature who is half man and half goat skepticism:doubt that something is true or useful sophist:a person who uses sophistry (= smart but untrue arguments) in order to deceive people stately:formal, slow, and having a style and appearance that causes admiration superseded:to replace something, especially something older or more old-fashioned suspect:possibly false or dangerous thorny:difficult to deal with transmit:to pass something from one person or place to another treatise:a formal piece of writing that considers and examines a particular subject upheaval:a great change, especially causing or involving much difficulty, activity, or trouble Socrates First published Fri Sep 16, 2005; substantive revision Tue Feb 6, 2018 Hosted at Stanford University, copyright Stanford The philosopher Socrates remains, as he was in his lifetime (469–399 B.C.E.), an enigma, an inscrutable individual who, despite having written nothing, is considered one of the handful of philosophers who forever changed how philosophy itself was to be conceived. All our information about him is second- hand and most of it vigorously disputed, but his trial and death at the hands of the Athenian democracy is nevertheless the founding myth of the academic discipline of philosophy, and his influence has been felt far beyond philosophy itself, and in every age. Because his life is widely considered paradigmatic not only for the philosophic life but, more generally, for how anyone ought to live, Socrates has been encumbered with the adulation and emulation normally reserved for religious figures – strange for someone who tried so hard to make others do their own thinking and for someone convicted and executed on the charge of irreverence toward the gods. Certainly he was impressive, so impressive that many others were moved to write about him, all of whom found him strange by the conventions of fifth- century Athens: in his appearance, personality, and behavior, as well as in his views and methods. So thorny is the difficulty of distinguishing the historical Socrates from the Socrateses of the authors of the texts in which he appears and, moreover, from the Socrateses of scores of later interpreters, that the whole contested issue is generally referred to as the Socratic problem. Each age, each intellectual turn, produces a Socrates of its own. It is no less true now that, “The ‘real’ Socrates we have not: what we have is a set of interpretations each of which represents a ‘theoretically possible’ Socrates,” as Cornelia de Vogel (1955, 28) put it. In fact, de Vogel was writing as a new analytic paradigm for interpreting Socrates was about to become standard—Gregory Vlastos’s model (§2.2), which would hold sway until the mid 1990s.