Dear Humanities Sophomores,

Transcription

1 Dear Humanities Sophomores, We wish for you summer days that are filled with relaxation, pleasurable pursuits, and the joy of reading. We have selected two required books to prepare you for the upcoming interdisciplinary courses of Humanities English 10 and Humanities AP NSL. Although you will be assessed on the two required Humanities books on the second day after your return to school, we ask you to focus on the insights about literature, leadership, justice, and public policy that you gain through these books. We encourage you to read widely and voraciously beyond the requirements indicated in this letter so that you enjoy the intellectual and emotional journeys of great books! HUMANITIES ENGLISH 10 Why does some writing soar and other writing flop? Why does some writing endure for decades or centuries and other writing die within the year it is published? Francine Prose helps us explore these questions in her new book Reading Like a Writer. Read this book first. Then select a 3-page passage from a book you read this summer and loved. The book may be Founding Brothers, one of the other books we will read in English this year (see attached list), a different book on our attached suggested reading list, or another book you read for the first time. The book should relate to one of the following themes we will explore in English: leadership, justice, or public policy. Some suggested fiction and non-fiction titles appear on the attached list. Read this passage like a writer and share your insights in a 2-3 page essay using one or two of the aspects of writing explored by Prose in Reading Like a Writer. The essay, which will count for a quiz grade for the first quarter grade in English, will be collected the second day of school and assessed according to the attached rubric. Be sure to attach a copy of the excerpt you have analyzed. HUMANITIES AP NSL The history of our government s development is filled with fascinating stories about individual interactions and tense exchanges. In Founding Brothers, historian Joseph Ellis takes a look at how the relationships between seven of the founders in particular shaped our government and set the course for our nation. As you read, take notes on each of the six stories told in the book. Focus on the ways in which individual relationships and specific events influenced the nature of our government. In addition, choose a specific figure from the book who interested you to focus on Hamilton, Burr, Jefferson, Franklin, Washington, Adams (John or Abigail),

2 and Madison and be prepared to specifically discuss how that person s personality affected our history. During the first week of class, we will have a series of class discussions of each story, one of which will be led by you. You may use your books and your notes, which will be collected after the discussions. The notes should be your own work, not a collaborative effort with classmates. You will also complete a separate assignment relating to an individual figure that you have chosen to focus on. Details will follow! Our early conversations in Humanities English and Humanities AP NSL will focus on the summer reading and launch our year-long exploration of the human and political dimensions of leadership, justice, and public policy. See you in August! Attachments (3) Checklist Suggested reading Rubric for English essay Sincerely, Mr. Stephen Swift, Humanities English 10 Mr. Jonathan Leong, HumanitiesAP NSL

3 HUMANITIES GRADE 10 SUMMER READING CHECKLIST Due Day 2 of School Read Francine Prose s Reading Like a Writer. Select a 3-page passage from Founding Brothers or another book on the theme of leadership, justice, and public policy and read this passage like a writer. Then write a 2-3 page essay sharing your insights. (See attached rubric.) Read Founding Brothers and bring notes to class.

4 SUGGESTED SUMMER READING ON LEADERSHIP, JUSTICE, AND PUBLIC POLICY These books are just suggested titles. For your English assignment, you may analyze Founding Brothers or another book of your own choosing that focuses on one of these three themes. Whatever your choice, you should analyze a book that you are reading for the first time. Books We Will Read in English This Year Thoreau, Civil Disobedience Emerson, Self-Reliance Cather, O Pioneers Hansberry, Raisin in the Sun Homer, The Odyssey (Fitzgerald edition) Shakespeare, Macbeth Shakespeare, The Merchant of Venice Miller, The Crucible Steinbeck, Grapes of Wrath Vonnegut, Cat s Cradle Fiction on the Themes of Leadership, Justice, or Public Policy Paton, Cry the Beloved Country Guterson, Snow Falling on Cedars Hawthorne, The Scarlet Letter Hugo, Les Miserables Sinclair, The Jungle Warren, All the King s Men Heller, Catch 22 Orwell, 1984 Golding, Lord of the Flies Knowles, A Separate Peace Non-Fiction on the Themes of Leadership, Justice, or Public Policy Roberts, Founding Mothers Woodward, Bush at War Giuliani, Leadership Bill Clinton, My Life Isaacson, Benjamin Franklin Hillary Clinton, Living History McCain, Faith of My Fathers Stephanopoulos, All Too Human: A Political Education Obama, Audacity of Hope Gore, Assault on Reason

5 RUBRIC FOR ESSAY BASED ON Reading Like a Writer A Shows evidence of having read and understood the subtleties of Ms. Prose s analysis of two aspects of writing. Shows evidence of having read and understood the selected book related to the theme of leadership, public policy, or justice. Skillfully analyzes the style of the passage from the selected book by going beyond generic or superficial observations. Skillfully connects the stylistic analysis to an understanding of character or theme or conflict in the selected book. Organizes the analysis in a readable, logical pattern with structurally sound, coherent paragraphs. Expresses ideas with evocative word choice, effective sentence rhythm, and smooth integration of quotations. Avoids mechanical errors and uses MLA citation style for quotations. B Shows evidence of having read and understood Ms. Prose s analysis of two aspects of writing. Shows evidence of having read and understood the selected book related to the theme of leadership, public policy, or justice. Analyzes the style of the passage from the selected book but analysis may occasionally focus on more superficial or generic observations. Connects the stylistic analysis to an understanding of character or theme or conflict in the selected book but may have occasional lapses in logic or clarity. Organizes the analysis in a readable, logical pattern with structurally sound, coherent paragraphs. Expresses ideas clearly through precise word choice, smooth integration of quotations, and avoidance of awkward syntax. But writing may lack the evocative language use and effective sentence rhythm of an A paper. Avoids mechanical errors that interfere with clarity and uses MLA citation style for quotations.

6 C Shows evidence of having read and basically understood Ms. Prose s analysis of two aspects of writing but may have lapses in understanding. Shows evidence of having read and understood the selected book related to the theme of leadership, public policy, or justice. Analyzes the style of the passage from the selected book but analysis mostly focuses on superficial or generic observations. Attempts to connect the stylistic analysis to an understanding of character or theme or conflict in the selected book but has frequent lapses in logic or clarity. Organizes the analysis in a readable, logical pattern but may have problems maintaining paragraph coherence or structure. Generally expresses ideas clearly, but may have moderate problems with precise word choice, smooth integration of quotations, and avoidance of awkward syntax. May have some mechanical errors that interfere with clarity but generally uses MLA citation style. D Attempts to respond to the assignment but lacks sufficient support, includes very superficial commentary, and/or does not show clear evidence of having read and understood both books. Expresses ideas without serious attention to clarity or proofreading. E Does not represent a serious attempt to respond to the assignment.