Summer Assignments - AP, IB, and Honors Courses
- IB Biology
- Spanish AP/IB/HL2
- AP World History
- AP English Language and Composition
- AP English Literature
- 9th Grade English Honors
- Chemistry Honors
Formal IA Lab
Topic: Plant Science
- Must be able to be completed on your own time.
- You must collect data that you can graph…and be able to perform some statistical analysis….
- Formal IB write-up is due to me by August 31, 2018
You are pretty free in terms of this IA. Think about the information you have covered in the plant unit with Mrs. Miller. What are you curious about?
Didn’t take AP Bio last year…look at the plant section on Mrs. Beaman’s IB Bio website . You will be responsible for all the plant information on the site.
Do not wait until the last minute to begin this project. You must allow time for the plants to grow and then ample time for your experiment (at least 2 weeks of measurements not including if your plants die).
Death is not allowed. Make sure you do your research and know if your variables are viable. If your plants die you need to start over and narrow your experiment to allow for success.
All the information you need to successfully write-up your lab results is found on the front page of my website at www.saddlespace.org/beamana
Please do not hesitate to email me over the summer with questions/concerns at firstname.lastname@example.org
Labs are worth 100 pts and 25% of your total IB grade.
AP World History Summer Reading Assignment
World History the Basics by Peter N. Stearns
The goal of this assignment is to expose students to a condensed and
synthesized preview of AP World History. Due to the rigor and pacing of
this course, MVHS AP World instructors found it beneficial for students to
be exposed to a general overview of the curriculum over the summer
break. An incoming student of World History should first and foremost
understand why the study of history is a necessity. In addition students
will be exposed to a new form of understanding history through the
context of thematic learning as opposed to a strictly linear timeline. Due
to the vast landscape we will be exploring during the coming year in AP
World History we have to understand, and recognize patterns within the
various time periods that we will be investigating.
Chapter 1:Introduction: What and Why is World History?
- Students should identify the author’s main argument and supporting rationale regarding the importance of studying world history.
- Be able to support,modify, or refute the author’s point of view.
Chapter 2: A World History Skeleton
- Students should have a basic understanding of how the author characterizes major time periods and eras in world history.
- Make note of how the author builds upon the discussion of varying historical time periods in the chapters that follow.
- Compare these concepts to the College Board Historical Periods chart below.
Historical Periods (directly from the College Board)
The historical periods, from approximately 8000 B.C.E. to the present, provide a temporal framework for the course.
The instructional importance and assessment weighting for each period varies.
|Period||Period Title||Date Range||Weight|
|1||Technological and Environmental Transformations||to c. 600 B.C.E.||5%|
|2||Organization and Reorganization of Human Societies||c. 600 B.C.E. to c. 600 C.E.||15%|
|3||Regional and Interregional Interactions||c. 600 C.E. to c. 1450||20%|
c. 1450 to c. 1750
|5||Industrialization and Global Integration||c. 1750 to c. 1900||20%|
|6||Accelerating Global Change and Realignments||c. 1900 to the Present||20%|
The remaining chapters discuss topics such as geographic regions, civilizations, themes, and disputes in world history. Students should also utilize this work to begin to understand the AP History Reasoning Skills and Disciplinary Practices as outlined by the College Board below.
Students are highly encouraged to familiarize themselves with the College Board’s Website where students can find information about the Course Exam Description, Course Overview, and Practice Exams.
Summer Reading Assignment
List 6-8 topics you identified during your reading of Maus . After identifying the topic, write one or two sentences stating an idea Spiegelman explores through the topic.
Part Three: Rhetorical Strategies and Stylistic Devices
Create a flashcard for each of the terms on the list below. On one side of the card, write the word, and on the other side, define it and provide an example. Then place them in alphabetical order, punch a hole in one corner, and bind them with a note card ring. These cards will be collected for a grade on the first day of school, and you will also be tested on these terms during the first week of school.
1. Diction—the word choices made by a writer (diction can be described as: formal, semi-formal, ornate, informal, technical, etc.)
2. Figurative language—language employing one or more figures of speech (simile, metaphor, imagery, etc.)
3. Rhetoric—the art of presenting ideas in a clear, effective, and persuasive manner
4. Rhetorical devices—literary techniques used to heighten the effectiveness of expression
5. Structure—the arrangement or framework of a sentence, paragraph, or entire work
6. Style—the choices a writer makes; the combination of distinctive features of a literary work (when analyzing style, one may consider diction, figurative language, sentence structure, etc.)
7. Syntax—the manner in which words are arranged into sentences; sentence structure
8. Theme—a central idea of a work
9. Thesis—the primary position taken by a writer or speaker
10. Tone—the attitude of a writer, usually implied, toward the subject or audience
11. Absolute—a word free from limitations or qualifications (“best,” “all”, “perfect”)
12. Allegory—a literary work in which characters, objects, or actions represent abstractions
13. Allusion—a reference to something literary, mythological, or historical that the author assumes the reader will recognize
14. Analogy—a comparison of two different things that are similar in some way
15. Anecdote—a brief narrative that focuses on a particular incident or event
16. Aphorism—a concise, statement that expresses succinctly a general truth or idea, often using rhyme or balance
17. Argumentation—a pattern of writing or speaking which is characterized by reason and logic, and asserts a position, belief or conclusion
18. Climax—generally, the arrangement of words, phrases, or clauses in an order of increasing importance, often in parallel structure (“The concerto was applauded at the house of Baron von Schnooty, it was praised highly at court, it was voted best concerto of the year by the Academy, it was considered by Mozart the highlight of his career, and it has become known today as the best concerto in the world.”)
19. Colloquialism—informal words or expressions not usually acceptable in formal writing
20. Concrete details—details that relate to or describe actual, specific things or events
21. Connotation—the implied or associative meaning of a word (slender vs. skinny; cheap vs. thrifty)
22. Deductive reasoning—reasoning in which a conclusion is reached by stating a general principle and then applying that principle to a specific case (The sun rises every morning; therefore, the sun will rise on Tuesday morning.)
23. Denotation—the literal meaning of a word
24. Dialect—a variety of speech characterized by its own particular grammar or pronunciation, often associated with a particular geographical region (“Y’all” = Southern dialect)
25. Didactic statement—having the primary purpose of teaching or instructing
26. Ethos—the persuasive appeal of one’s character, or credibility
27. Euphemism—an indirect, less offensive way of saying something that is considered unpleasant
28. Hyperbole—intentional exaggeration to create an effect
29. Idiom—an expression in a given language that cannot be understood from the literal meaning of the words in the expression; or, a regional speech or dialect (“fly on the wall”, “cut to the chase”, etc.)
30. Imagery—the use of figures of speech to create vivid images that appeal to one of the senses
31. Inductive reasoning—deriving general principles from particular facts or instances (“Every cat I have ever seen has four legs; cats are four-legged animals.)
32. Inference—a conclusion on draws (infers) based on premises or evidence
33. Irony—the use of words to convey the opposite of their literal meaning; or, incongruity between what is expected and what actually occurs (situational, verbal, dramatic)
34. Jargon—the specialized language or vocabulary of a particular group or profession
35. Juxtaposition—placing two elements side by side to present a comparison or contrast
36. Logos—appeal to reason or logic
37. Maxim—a concise statement, often offering advice; an adage
38. Metaphor—a direct comparison of two different things
39. Mood—the emotional atmosphere of a work
40. Non sequitur—an inference that does not follow logically from the premises (literally, “does not follow”)
41. Paradox—an apparently contradictory statement that actually contains some truth (“Whoever loses his life, shall find it.”)
42. Parody—a humorous imitation of a serious work (Ex: Weird Al Yankovich’s songs, Scary Movie series)
43. Pathos—the quality in a work that prompts the reader to feel pity
44. Rhetorical question—a question asked merely for rhetorical effect and not requiring an answer
45. Sarcasm—harsh, cutting language or tone intended to ridicule
46. Satire—the use of humor to emphasize human weaknesses or imperfections in social institutions (Jonathan Swift’s Gulliver’s Travels, The Simpsons, etc.)
47. Scheme—an artful deviation from the ordinary arrangement of words (anaphora, anastrophe, antithesis are some examples of schemes)
48. Trope—an artful deviation from the ordinary or principal signification of a word (hyperbole, metaphor, and personification are some examples of tropes)
49. Understatement—the deliberate representation of something as lesser in magnitude than it
50. Vernacular—the everyday speech of a particular country or region, often involving nonstandard usage
Please read the following before the first day of school:
Dear incoming English 1 Honors students and their parents:
It is a policy at Mission Viejo High School to have all students enrolled in honors English complete assigned summer reading so that rigorous writing and discussion can begin as soon as school starts in the fall. Through summer reading, we hope to instill the idea that reading novels closely is a major part of being in honors English. Novels should not merely be skimmed and finished as quickly as possible, but rather we hope students will come to see close, critical reading as an interactive process. Moreover, students will be encouraged, but not required, to purchase their novels in order to allow them to highlight important passages and to take notes in the margins. No new texts (other than summer reading) will be needed right at the beginning of next year, so, for now, just focus on getting the one summer reading book, and we will then supply students with the regular reading list (and purchasing options) at the beginning of next year. We do understand that, for some, purchasing books is not financially practical, so please understand that students will not be penalized if they have to check books out from the library.
This summer, incoming ninth grade honors students are being asked to purchase and read How to Read Literature Like a Professor for Kids by Thomas C. Foster (ISBN 9780062200853). Last year we tried the “adult” version of the text, but students found it a little too inaccessible, so we’ve switched to this version. In addition to How to Read…, we are asking that students read four short stories: “The Most Dangerous Game” by Richard Connell, “The Necklace” by Guy de Maupassant, “Cask of Amontillado” by Edgar Allen Poe, and “The Scarlet Ibis” by James Hurst. Copies of these stories can easily be found on the internet by typing in the story/author name and “text”; however, we have run into a few issues with students finding a fragment/abridged version of the text, and in some cases (“Cask”) students have used a modern translation, so your best bet is to go to Mr. Lohmeier’s website and download the copies from there. You can also find Mr. Lohmeier’s website through the SVUSD homepage. We would encourage students to print up copies of these stories and make notes in the margins.
Finally, we are asking students to use the information from How to Read... to do some analysis of the short stories. Students are asked take 4 concepts from How to Read… and apply them to any of the four short stories. They can use the same concept/chapter more than once, but they should at least try to consider different possibilities before settling on the obvious. On the second day of school, students will turn in a typed list of their 4 examples. Each example will include a brief explanation of the concept from How to Read…(1 sentence), and then a 3-4 sentence explanation of how that idea can be applied to an event in one of the short stories. So, for example, Chapter 2 in How to Read… is about eating meals and “communion.” A couple of the stories include characters sharing food and/or drink. How does the student understand the scene(s) differently based on their new understanding about the significance of sharing food?
Students should be able to do the reading in about 2-3 weeks, and we encourage students to read toward the end of summer so that they will have maximum retention. In addition to the assignment from above, students will be tested on all of the works in the first few days of class. We hope that you have an enjoyable summer as you embark on a new and exciting phase of your academic career.
Memorize everything on the printable file before coming to your first honors chemistry class in August! Make flash cards to help you! You will have a test on it the first day of class!
Please read the following before the first day of school:
- Proofiness: How You are Being Fooled by the Numbers by Charles Seife
- (formerly Proofiness: the Dark Arts of Mathematical Deception)
- Lord of the Flies by William Golding