AP U. S. History & Pre-AP English ( AP Block ) Summer Assignment. Angela Colly Erin Johnson Michael Jacobs Allison Evans

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1 AP U. S. History & Pre-AP English ( AP Block ) Summer Assignment Angela Colly Erin Johnson Michael Jacobs Allison Evans Welcome to AP Block (A.P. United States History and Pre-AP English 10). We are excited about the school year and look forward to meeting you and your parents. The following is an overview of work that must be completed by each student. Preparation for the First Week of School: Complete the required APUSH assignment. Read and complete all corresponding work for The Jungle by Upton Sinclair. Read one additional novel. Attend AP Boot Camp. Optional sessions will be offered before school starts to prepare students for Pre-AP skills and curriculum. Your ninth grade English teacher will inform you of the dates and sign up procedures for these sessions. Sessions will meet in the FHS lecture hall (Phase II). You can attend morning or afternoon. Start eliminating your writing mistakes. Review 9 th grade writing to determine areas of weakness. All novels that we read for this class will be provided, but it may benefit you to own your own copy of the novels so you can annotate. The novels/plays are: The Crucible, The Jungle, The Great Gatsby, The Harvest Gypsies, and The Things They Carried. Additional novels will be reader s choice To sum up, here is a list of the things you need to do: Complete all work and organize in paper folder with brads (this page, info sheet, photo, required work); turn in to teachers on the first day of school. Make sure that all work is your own. (Do not collaborate on any portion of this assignment.) If you have questions, consult teachers websites, at angela.colly@fayar.net, erin.johnson@fayar.net,, michael.jacobs@fayar.net, Allison.evans@fayar.net or call Mrs. Johnson ( ) or Mr. Jacobs ( ). Direct AP U.S. History questions to Colly or Jacobs and English questions to Johnson or Evans. Jacobs website: Colly website: Parents and students should sign/initial the following: I certify that I have neither given nor received unauthorized assistance on this assignment. / student parent I understand that enrolling in AP Block does require extra time commitment and a willingness to challenge myself. I agree to work to the best of my ability and work with teachers and other students to hone or improve my learning skills. / / Parent s Signature Student s Signature Date

2 General Information Form AP Block I. Personal Information (Attach a photo of yourself to this form. Please put your name on the back.) Your Name: Your Parent(s) Name(s): Parent(s) Phone Numbers: Home Work Parent Address: Parent _ School activities that you participate in: Outside activities that you participate in (include work): What do you do when you have free time? Do you read regularly? Yes No If so, what do you read? Magazines/newspapers (which ones?): Books (favorite kinds?): Websites: What is the best book you have read recently? Why? Additional information we should know: Something that makes you unique: II. Educational Information Where did you attend 9 th grade? English 9 teacher: Pre- AP? Yes No 2 nd Sem. Grade: History 9 teacher: AP? Yes No 2 nd Sem. Grade: III. Block Information Why do you want to take this class? What grade do you hope to make in each class (history, English)? What grade would you be satisfied with? IV. Reading List: Attach a list of the books that you read in 8 th and 9 th grade. Indicate either the class that required it or for pleasure.

3 Pre-AP English 10 Summer Assignment Dewitt/Johnson/Evans Welcome to your first Pre-AP English 10 reading assignment. This assignment is due on the first day of school. NOTE: There will be an exam and a written assignment over the summer reading. Using complete sentences and well-developed paragraphs, record your answers to the questions in each section. Answers should be thorough and reflect your understanding of the novel as a whole. All work should be completed individually and should reflect your own opinions and analysis. Do not work with another student or use online/outside resources to complete this. Section I - Dialectical Journal for The Jungle A. Definition: A dialectical journal is an interactive conversation with a text, thus creating more meaningful and memorable engagement with a book. B. Directions: Keep a dialectical journal as you are reading The Jungle. The novel is 31 chapters. 1. Complete at least two journal entries per chapter. 2. Create a two-column chart for each chapter. Clearly separate each chapter entry from the next possibly even one chapter per page of paper. 3. Type or handwrite your entries neatly in blue or black ink. 4. In the left column, offer a summary, paraphrase, or direct quote (between words). This should be a passage that engaged you in a meaningful way something that caused you to stop and think and react. Offer a parenthetical citation at the end of the passage. a. Types of notes: Summary, paraphrase, quotations, or a combination of these. i. Summary notes are a brief restatement in your own words of the main idea of a passage or article. This is condensed information. ii. Paraphrased notes are a detailed restatement in your own words of all of the source s important ideas. To do this correctly, you must have a pretty good understanding of the passage. The paraphrase should have the same basic tone or iii. feeling of the original. Direct Quotes are an exact copy of the author s words as they have written them. Do this only when the wording is very distinctive; if it is an authority whose words you want; if the meaning cannot be paraphrased well; or if you plan to disagree with the source. Use these sparingly. 5. In the right column, write your response to the passage on the left. This is the discussion the dialectic. Your response should be at least 20 words and written in clear complete sentences. Below are the various ways in which you might respond to your chosen passage. Use a variety of these types of responses throughout your interaction with the book. When finished, you should have used all types at least once. a. Question (Ask about facts or events that perplex, confuse, or intrigue you.) b. Analyze (Examine the complex way in which parts of the story fit together.) c. Interpret (Explore the possible meaning of characters words or actions.) d. Evaluate (Make a judgment about the morality or wisdom of character s actions.) e. Reflect (Express personal thoughts or emotions elicited by a character or event.) f. Connect (Explain a connection to another work of literature or subject matter.) g. Create (Express your visual interpretation with an illustration or graphic item.) h. Summarize (Restate a brief synopsis of key events in the chapter.) i. Predict (Describe the possible future outcomes of an event.)

4 Below are examples of the journal format, with examples of various types of responses. The passages are taken from John Green s novel, The Fault in Our Stars, Be sure to give the parenthetical citation and indicate what kind of response you are making to the passage. Chapter 1 Whenever you read a cancer booklet or website or whatever, they always list depression among the side effects of cancer. But, in fact, depression is not a side effect of cancer. Depression is a side effect of dying (Green 3). (Reflection) I wonder if I would be depressed if I were diagnosed with a terminal illness. My best friend has cancer, but she s fighting it. She cried and cried at first, but then she simply decided that she would live the best she could with it. When I visit her, she s always happy and joking as usual. I m the one who gets depressed and cries. Chapter 2 My favorite book, by a wide margin, was An Imperial Affliction.... Sometimes you read a book and it fills you with this weird evangelical zeal, and you become convinced that the shattered world will never be put back together unless and until all living humans read the book (Green 33). (Connection) That s how I felt about To Kill a Mockingbird when I first read it. No wonder it won the Pulitzer Prize for literature, and the movie won the Oscar the next year. Harper Lee always said she only had one good book in her. She had agonized writing TKAM because every sentence, every word, had to be perfect. Last week the world learned there was a 2 nd book all along to be published in the summer of 2015!!!!! Chapter 3 My mom was really into celebration maximization. It s Arbor Day! Let s hug trees and eat cake! Columbus brought small pox to the natives; We shall recall the occasion with a picnic (Green 40)! (Question) Has Hazel s mom always been this big on celebrations, or is it just because she is afraid her daughter is dying and won t live to enjoy many more special occasions with the family? NOTE: You should also be able to discuss significant quotations, symbols, and themes seen in the novel. Section II - Supplemental Summer Reading A. Many classic American novels cannot be covered in our year long course. Therefore, to extend your understanding of American literature as a whole, you should read one of the novels listed below. Some of these novels may not be appropriate for your reading level or personal interest; consider that during your selection process. B. Read these as you would a novel for fun. Notes are not required. You will write in response to this book during the first few weeks of school. C. Book options are listed. Many are in the public domain and can be found online. You may check these out from the FHS library or Fayetteville Public Library. Choose a book that you have not previously read.

5 Little Women I Know Why the Caged Bird Sings The Awakening The Red Badge of Courage A Lesson Before Dying The Scarlet Letter Their Eyes Were Watching God The Call of the Wild All Quiet on the Western Front Of Mice and Men Uncle Tom s Cabin Adventures of Huckleberry Finn The Color Purple Louisa May Alcott Maya Angelou Kate Chopin Stephen Crane Ernest Gaines Nathaniel Hawthorne Zora Neale Hurston Jack London Erich Maria Remarque John Steinbeck Harriet Beecher Stowe Mark Twain Alice Walker Section III - Literature, Poetry, and Rhetorical Terms You are not required to include this section in your summer assignment folder. However, if you are not familiar with any of the following 50 terms, you should write a definition in your own words and include this section in your summer assignment folder. Recommended: use meaningful sentence format; see Mrs. Johnson s website. LITERATURE LITERATURE POETRY RHETORIC 1 antagonist 16 protagonist 24 alliteration 36 aphorism 2 archetype 17 resolution (plot) 25 allusion 37 antithesis 3 characterization 18 rising action 26 apostrophe 38 bias 4 climax 19 setting 27 assonance 39 hyperbole 5 conflict 20 situational irony 28 conceit 40 metaphor 6 denouement 21 static character 29 connotation 41 paradox 7 dramatic irony 22 theme 30 consonance 42 parallelism 8 dramatic license 23 tone 31 denotation 43 propaganda 9 exposition 32 imagery 44 repetition 10 falling action 33 personification 45 restatement 11 flashback 34 point of view 46 sarcasm 12 foreshadowing 35 symbolism 47 simile 13 inciting incident 48 stereotype 14 mood 49 understatement 15 motif 50 verbal irony TO SUMMARIZE: A. Complete all required paperwork. B. Complete The Jungle assignment (Section I) C. Complete the supplement summer reading (Section II). D. Review 9 th grade skills and complete Section III literary terms if necessary. All work is due on the first day of school. Do not work to teachers.

6 Advanced Placement United States History Summer Assignment Due date: First day of class, August 2018 Welcome to Advanced Placement United States History for Fall-Spring at Fayetteville High School. Like the course before you, the summer assignment is both interesting and challenging. Directions: Print the assignment and place it in a folder with three brads (the best folders are the ones made of heavy paper, not plastic, as it easier to write your name on the outside). Make sections for each reading chapter. All work should be handwritten with an ink pen, legible, and not typed. The Summer Assignment will require the course textbook, The American Pageant. You must check out from FHS library BEFORE leaving for summer, Please note that the assignment will take a substantial amount of time to complete; therefore, allow enough time to do the required reading and writing. Your teachers are: Michael Jacobs michael.jacobs@fayar.net Angela Colly angela.colly@fayar.net Read American Pageant Chapters 1-3 and respond to the review guide prompts listed below. CHAPTER 1: NEW WORLD BEGINNINGS: 33, 000 B.C. A.D Introduction What conditions existed in what is today the United States that made it "fertile ground" for a great nation? 2. The Shaping of North America Speculate how at least one geographic feature affected the development of the United States. 3. Peopling the Americas "Before the arrival of Europeans, the settlement of the Americas was insignificant." Assess this statement. 4. The Earliest Americans Describe some of the common features North American Indian culture. 5. Indirect Discoverers of the New World What caused Europeans to begin exploring? 6. Europeans Enter Africa What were the results of the Portuguese explorations of Africa? 7. Columbus Comes upon a New World What developments set the stage for a cataclysmic shift in the course of history? 8. When Worlds Collide Explain the positive and negative effects of the Atlantic Exchange. 9. The Spanish Conquistadors Were the conquistadors great men? Explain. 10. Makers of America: The Spanish Conquistadors Were the conquistadors' motives successfully fulfilled? Explain.

7 11. The Conquest of Mexico Why was Cortes able to defeat the powerful Aztecs? 12. The Spread of Spanish America What is the Black Legend, and to what extent does our text agree with it? CHAPTER 2: THE PLANTING OF ENGLISH AMERICA: England's Imperial Stirrings Why was England slow to establish New World colonies? 2. Elizabeth Energizes England What steps from brought England closer to colonizing the New World? 3. England on the Eve of Empire Explain how conditions in England around 1600 made it "ripe" to colonize N. America. 4. England Plants the Jamestown Seedling Give at least three reasons that so many of the Jamestown settlers died. 5. Cultural Clash in the Chesapeake What factors led to the poor relations between Europeans and Native Americans in Virginia? 6. Virginia: Child of Tobacco "By 1620 Virginia had already developed many of the features that were important to it two centuries later." Explain. 7. Maryland: Catholic Haven In what ways was Maryland different than Virginia? 8. The West Indies: Way Station to Mainland America What historical consequences resulted from the cultivation of sugar instead of tobacco in the British colonies in the West Indies? 9. Colonizing the Carolinas Why did Carolina become a place for aristocratic whites and many black slaves? 10. The Emergence of North Carolina North Carolina was called "a vale of humility between two mountains of conceit." Explain. 11. Late-Coming Georgia: The Buffer Colony In what ways was Georgia unique among the Southern colonies? 12. Makers of America: The Iroquois How did the political structure of the Iroquois prove to be first a strength and ultimately a weakness? 13. The Plantation Colonies Which Southern colony was the most different from the others? Explain. CHAPTER 3: SETTLING THE NORTHERN COLONIES: The Protestant Reformation Produces Puritanism How did John Calvin's teachings result in some Englishmen wanting to leave England?

8 2. The Pilgrims End Their Pilgrimage at Plymouth Explain the factors that contributed to the success of the Plymouth colony. 3. The Bay Colony Bible Commonwealth Why did the Puritans come to America? 4. Building the Bay Colony How democratic was the Massachusetts Bay Colony? Explain. 5. Trouble in the Bible Commonwealth What happened to people whose religious beliefs differed from others in Massachusetts Bay Colony? 6. The Rhode Island "Sewer" How was Rhode Island different than Massachusetts? 7. Makers of America: The English In what ways did the British North American colonies reflect their mother country? 8. New England Spreads Out Describe how Connecticut, Maine and New Hampshire were settled. 9. Puritans versus Indians Why did hostilities arise between Puritans and Native Americans? What was the result? 10. Seeds of Colonial Unity and Independence Assess the following statement, "The British colonies were beginning to grow closer to each other by 1700." 11. Andros Promotes the First American Revolution How did events in England affect the New England colonies' development? 12. Old Netherlanders at New Netherlands Explain how settlement by the Dutch led to the type of city that New York is today. 13. Friction with English and Swedish Neighbors "Vexations beset the Dutch company-colony from the beginning." Explain. 14. Dutch Residues in New York Do the Dutch have an important legacy in the United States? Explain. 15. Penn's Holy Experiment in Pennsylvania What had William Penn and other Quakers experienced that would make them want a colony in America? 16. Quaker Pennsylvania and Its Neighbors Why was Pennsylvania attractive to so many Europeans and Native Americans? 17. The Middle Way in the Middle Colonies What do the authors mean when the say that the middle colonies were the most American? 18. Varying Viewpoints: Europeanizing America or Americanizing Europe? The picture of colonial America that is emerging from all this new scholarship is of a society unique and diverse from its inception. Explain.