2015 Summer Assignments
Students will find below all summer assignments except those that required a student to receive a book prior to the close of the school year. Not all courses or grade levels have assignments. If your class does not appear with an assignment, you may assume there is none. In several cases there are lengthy assignments that have been included as appendixes. These will appear, due to size, as separate downloads. Appendix I: Freshman English Grammar Assignment Appendix II: AP Spanish Appendix III: AP European History Appendix IV: AP Java Appendix V: AP Biology Appendix VI: AP Physics 1 Appendix VII: AP Physics C Appendix VIII: AP Chemistry Appendix IX: Chemistry Honors If there are any questions about assignments, please contact the appropriate Department Chair to work them out: History: Mr. McMahon English: Mr. Casey Theology: Mr. Alexander Languages: Mrs. Mainardi Math: Mr. Kahney Science: Mr. Snyder Theology
Freshman Honors/Seton Scholars
(There is no assignment for Freshman CP)
Introductory Note
Freshman Honors and Seton Scholars are required to read the first three chapters of Velvet Elvis, by Rob
Bell.
Writing for a culture that is more familiar with mistaken views of Christian tradition and less aware of
authentic interpretations of the bible, Rob Bell seeks to revive the spirit and energy of the time-honored
Christian search for God and truth in the experiences deep within all of us and in the wisdom of Tradition.
He calls upon the church tradition of communal practices of interpretation of the Scriptures as it is
informed by today’s insights from historical research. Bell speaks the language of today’s youth culture.
His references range from first-century rabbis to twenty first century rock bands. Discussion of his book
will serve as an introduction to the problems and method of theology.
Please read the first three chapters. Then write a brief response to the reading (no more than two pages)
in which you comment on Bell’s ideas about religious experience and the use of the bible. Do you agree
with his understanding of the problems of being Christian today? What do you think of some of his
answers?
Departmental Note ‐ The first day of classes will be Wednesday, September 9. Your theology teacher will give you his/her turnitin.com account information on that day. The paper must be submitted to turnitin.com by 8:45 am on Friday, September 11. (Your teacher also has the right to ask for a hard copy of the paper on Friday the 11th). Failure to submit the paper on this day will result in a 10 point deduction from your First Trimester average. The grade on the paper will also be incorporated into your first trimester average. Your grade on the paper will be lowered by one full grade for each day late, up to three days. On the 4th day, the grade will be an F. Even at this point, the essay is a course requirement. Failure to hand it in may jeopardize the student’s position in an honors class section. The 10 point deduction for failure to do the paper will still be assessed if the student is moved to a CP section. There is no assignment for Sophomore Honors or CP; Sophomore Seton Scholars
should consult the Social Studies Summer Assignments
Junior Honors
(There is no Assignment for Junior CP)
Junior Honors Students are to read The Jewish Approach to God, by Rabbi Neil Gillman, Jewish Lights
Publishing. They are to submit answers to the following questions found below based on the reading.
Departmental Note ‐ The first day of classes will be Wednesday, September 9. Your theology teacher will give you his/her turnitin.com account information on that day. The paper must be submitted to turnitin.com by 8:45 am on Friday, September 11. (Your teacher also has the right to ask for a hard copy of the paper on Friday the 11th). Failure to submit the paper on this day will result in a 10 point deduction from your First Trimester average. The grade on the paper will also be incorporated into your first trimester average. Your grade on the paper will be lowered by one full grade for each day late, up to three days. On the 4th day, the grade will be an F. Even at this point, the essay is a course requirement. Failure to hand it in may jeopardize the student’s position in an honors class section. The 10 point deduction for failure to do the paper will still be assessed if the student is moved to a CP section. Intro
Do you think that God can be known?
Which of the two ways of talking about God are you most comfortable with?
Explain why it is necessary to use metaphors/symbols/analogies to talk about God.
Which is your favorite?
Explain the idea the “Torah is how our ancestors understood God’s will, not God’s will per se.”
Chapter 1
How does Rabbi Gillman’s conception of God as one resonate with your own?
Why do you think the Shema is so important for Judaism? Should it be equally so for Christians?
Do you agree with Gillman that God is lonely? Explain.
Chapter 2
Evaluate Gillman’s claim that “once God created human beings free, God simply had to accept the
inevitable implications of that freedom.”
Has it ever seemed to you, as in Psalm 44, that God may be sleeping?
Gillman argues, consistent with classic Christian theology, that God’s power is self-limiting. Evaluate this
insight in light of your own life experience.
Chapter 3
Do you feel that it’s appropriate for people to argue with God as Abraham does? Do you?
How do you experience God’s pathos?
Gillman argues that for God to be God we must be in relationship-sometimes closer, sometimes farther.
He uses images from scripture such as spouse, parent and lover. Do these ideas make sense to you? How
do they reflect your experience?
Chapter 4
Read Psalm 91 and react to the images of God used by the psalmist in light of Gillman’s reflection.
Which of the covenantal metaphors for God discussed by Gillman make most sense to you right now?
Chapter 5
Do you think that God, in some way, “welcomes our challenge, even our impiety?” Why?
Evaluate Kaplan’s rejection of the omnipotence of God.
Do you sometimes experience God as good and sometimes as bad? Reflect on how.
Chapter 6
Briefly recount, in your own words, how the Jewish idea of punishment (and God) evolved in the Bible.
How might the idea that “God must forgive because God above all knows what it means to be a human
being” form the basis for a dialogue between Christians and Jews?
Chapter 7
According to Gillman Genesis answers four questions, or poses four major truths about God’s creating.
What are they? What sense do they make to you?
Chapter 8
How are the experiences of Torah and Jesus similar for Jews and Christians?
Reflect on the notion of chosen people. How might it be acceptable to think of one’s self as a chosen
people? What caution must one keep in mind?
Reflect on the three quotes (Heschel, Rosenzweig, Eisenstein) Gillman offers on revelation. What sense
do you make of them?
Chapter 9
Gillman argues that the ways Jews remember Exodus is analogous to the Christian idea of Jesus’
resurrection. React to that.
Compare the three motifs of Jewish eschatology with your own understanding of what will happen in “the
end.”
React to the ideas of Ein Sof and Shekinah as symbols to describe the unknowable and all
powerful/unknown limited nature of God.
How do Christians work to unify the Yod Heh with Vav Heh?
Senior Honors
(There is no assignment for senior CP)
The Senior Honors Theology Summer Assignment is centered on a reading of the novel Brave New World by Aldous Huxley, available from any bookstore or on‐line for free at www.huxley.net/bnw/. Some general observations about this assignment: 1. Brave New World (BNW) is of a genre called “dystopic literature”. This reflects a setting in time and place that may appear to be, and even intend to be, an idealized world, a utopia. But there are inevitably many things that prohibit such an edenic place from actually existing. The primary, problematic presumption is that the state of human society can be perfected or at least be “cleansed” of its more distasteful aspects. To this end, readings in this genre may be quite attractive to some readers, off‐putting to others, and often a combination of the two. Examples of this genre are We by Yevgeny Zamayatin, a predecessor to BNW, and 1984 by George Orwell, a post‐BNW novel. 2. Why read BNW for a Theology class? Brave New World helps raise questions related to several essential components of Senior Theology Honors at SHP, including: the meaning of the human person, with a specific emphasis upon the on‐going process of self‐awareness; the role of the human person as a relational being in both interpersonal relationships and the broader society; the characteristics of a just society. BNW will challenge the student to evaluate what is most important to him and how to incorporate this self‐understanding into a mature, relational perspective, similarly challenging the student to a life that incorporates the themes of Catholic Social Teaching. BNW presents the student with an alternative worldview antithetical to a life modeled on the Gospel message. Reading it in Theology class challenges the student to know and embrace Christian life. 3. The summer assignment will be based on this book, and we will continue to work with it once class begins in the fall. The Assignment: 1. Read Brave New World. 2. Read the content of the following website: http://www.pinkmonkey.com/booknotes/monkeynotes/pmBraveNew36.asp 3. Compose a 4‐5 page paper, typed, double spaced, MLA formatted, choosing one of the two following themes: A. “Savage versus Civilized” This antithesis is one of the underlying and challenging tensions that we are exposed to in reading Brave New World. What is savage? What is civilized? Through your use of plentiful references/quotes from the full scope of the book, write a paper exploring whether the Brave New World is a savage or a civilized place. Is it a place of dehumanization or of progress? Is it a place of acceptance or of isolation? Can a religion or a God be relevant here? Why or why not? Use any characters (but especially John the Savage & Bernard Marx) to illustrate the points you make. Or B. “The Motto” The BNW’s motto is “Community, Identity, Stability”. Along with this, however, the senior teachers have identified an additional set of priorities in that world as “Consumption, Intimidation, Seduction”. Using these opposing, yet equally relevant, mottos, show how each of the six individual elements are made manifest in BNW through references and quotes from throughout the book and by showing various character developments. Pay particular attention to and include in your paper the characters Lenina Crowne, Helmholtz Watson and Mustapha Mond (but do not feel limited to these three). Does either or both of these “mottos” encourage progressive society? A dehumanized society? Explain. Departmental Note ‐ The first day of classes will be Wednesday, September 9. Your theology teacher will give you his/her turnitin.com account information on that day. The paper must be submitted to turnitin.com by 8:45 am on Friday, September 11. (Your teacher also has the right to ask for a hard copy of the paper on Friday the 11th). Failure to submit the paper on this day will result in a 10 point deduction from your First Trimester average. The grade on the paper will also be incorporated into your first trimester average. Your grade on the paper will be lowered by one full grade for each day late, up to three days. On the 4th day, the grade will be an F. Even at this point, the essay is a course requirement. Failure to hand it in may jeopardize the student’s position in an honors class section. The 10 point deduction for failure to do the paper will still be assessed if the student is moved to a CP section. A major test on BNW will also be given at a date yet to be determined in the 1st trimester. Additional notes and class discussions will certainly be a part of this test. BNW will serve as a baseline reference throughout the rest of the course and may be included in the final exam the following spring. History
FRESHMAN YEAR
World History—College Prep : No required reading
World History—Honors:
Steven Pressfield, The Afghan Campaign, (available in both paperback and
eBook formats)
Human Geography—Advanced Placement:
Harm de Blij, The Power of Place: Geography, Destiny, and Globalization’s Rough
Landscape, Oxford University Press: ISBN-13:978-0-19-5367706)
Students should prepare a list of ten new terms from each chapter; due for the first day
of class.
SOPHOMORE YEAR
World History 2—College Prep: No Required Reading
World History 2— Honors:
Shusaku Endo, Silence. Taplinger Publishing Company, 1980, ISBN 978-0800871864
World History—Advanced Placement (Mr. Hulsy):
J.R.McNeill & William H. McNeill, The Human Web, W.W. Norton & Company, paperback, 2003, Introduction and Chapters I through IV, pp. 3‐115. World History—Advanced Placement (Mr. McMahon):
1. Tignor et al, Worlds Together, Worlds Apart (text),
Preface and Chapters 1 and 2; Outline and Prepare for Test
2. Kevin Reilly, Worlds of History: A Comparative Reader,
Volume One, Chapter 1: Prehistory and the Origins of Patriarchy
3. John Arnold, History: A Very Short Introduction, Oxford University Press, 2000,
ISBN: 978-0-19-285352-3
Students should write a one-paragraph summary of each of the seven chapters,
due first day of class
4. Jared Diamond, “The Worst Mistake in Human History,” Discover (May 1987). 5. Garry Wills, What Paul Meant, 2006, (for Theology Honors)
JUNIOR YEAR
US 2—College Prep:
Lars Anderson, The All Americans
US—Honors:
Russell Shorto, The Island at the Center of the World, Vintage Books, 2005, Vintage
ISBN: 1-4000-7867-9
US—Advanced Placement:
AP students should purchase a copy (ebook acceptable) and read: 

Island at the Center of the World (Russell Shorto) a mercy (Tony Morrison) AP Students should read Chapters 1 & 2 in America's History textbook (pick up before end of school year). US History (honors) should purchase a copy (ebook acceptable) and read: 
Island at the Center of the World (Russell Shorto) SENIOR ELECTIVES
Modern European History—AP:
Complete the DBQ found in the Appendix. English
FRESHMAN YEAR
All freshmen must read Night, by Elie Wiesel, and they should consider the following topics
while reading the book. These topics will be used for class discussion, so students should
take notes that they can use for those discussions.
ISBN-13: 978-0-374-500001-6
ISBN-10: 0-374-500001-0
A limited number of copies of Night will be available in the English office on the second floor of
the Prep at a reduced price of $5.00. If interested see Mr. Casey during the scheduled dates for
Prep for the Prep, either in Room 216 or in the English office next to that room.
1. A theme is an underlying message in a story. A story’s themes are often revealed by what the
characters say and think and by what happens in the narrative. Below are some of the many
themes found in Night. Give specific examples from the story to support them.
a. Even in the face of terrible cruelty, humans have the capacity for great strength and
compassion.
b. Extreme injustice and inhuman treatment can challenge or completely destroy a
person’s faith.
c. Horrifying circumstances can kill a person’s humanity, leaving him void of any
compassion.
2. In what way is the word “night” an appropriate metaphor for the author’s experiences?
3. During the course of this memoir, Elie undergoes a major change or transition from a devout
Jewish child to an adult whose faith has been consumed by flames and whose God has been
“murdered.” Explain the specific causes of this transition.
4. Describe the relationship between Elie and Moshe the Beadle and explain its significance in
relation to Elie’s story.
5. Life in the concentration camps causes people to do things that seem vicious and cruel. Some
of these cruelties appear in the ways sons treat their fathers. Give three examples from the book
and explain what you think causes the sons to act this way toward their fathers.
Honors Students and Seton Scholars will also read the novel Kindred, by Octavia E.
Butler. Consider the following topics while reading the novel. They will be used for
class discussion.
ISBN-13: 978-0-8070-8305-5
ISBN-10: 0-8070-8305-4
In the chapter entitled “The Storm,” Dana, the narrator, states that “slavery of any kind fosters
strange relationships.” Consider the relationships depicted in antebellum Maryland. How would
you describe the relationship between Dana and Rufus? Between Dana and Kevin (when he
plays the role of her master)? Between Dana and Alice?
1. As a reader, what is your reaction to Rufus Weylin, the slavemaster’s son and Dana’s
ancestor? What is the basis for that reaction? What are some examples of Butler’s
showing both Rufus’s humanity and his brutality?
2. How does Octavia E. Butler structure the narrative of Kindred? In other words, is the
story told in a traditional linear fashion, or is it more fractured? Do you find her structure
effective? Why or why not?
A. Freshman Summer Grammar Assignment
All freshmen must complete the exercises found in the appendix. Students should print
out the pages, follow the directions for each exercise, and put the answers on the printed
pages. Students who are unable to print out the pages should complete the exercises by
typing out or neatly writing out the answers, making sure that each exercise is properly
labeled as in the following examples:
Practice: Nouns
Practice 1: Transitive and Intransitive Verbs
All completed exercises should be put into a folder and brought to class on the first day
of class.
SOPHOMORE YEAR
College prep students will read The Elegance of the Hedgehog, by Muriel Barbery.
Students should consider the following topics while reading the novel. These topics will be
used for class discussion and papers that your teacher may assign in September. Students
should also expect to be tested on the novel at the start of the school year. The test will
likely include details from the novel and some thoughtful analysis of the plot, themes, and
characterization.
The novel contains a large number of references and foreign phrases with which
students will likely be unfamiliar. You should not be concerned with those elements. The
story is relatively easy to follow without understanding them.
1. Compare and contrast the two narrators (and protagonists), Renee and Paloma, in terms of
their outlooks on life, their values and longings, and their criticisms. Use specific examples from
the novel to support your observations.
2. The novel focuses considerable attention on the interaction and lack of interaction within and
between social classes. Choose at least six examples from the novel to illustrate this point.
3. What “turn” does the story take with the arrival of Kakuro Ozu. What qualities of Ozu enable
him to have such a significant impact?
4. Explain how and why Paloma’s attitudes about life and death change by the end of the novel.
Does her attitude change all at once, or does it evolve. Explain.
Honors and High Honors
Honors and High Honors students are responsible for reading The Power and the Glory, by
Graham Green, and The Stranger, by Albert Camus. The best way to approach this
assignment is to look over the topics before reading each book and make appropriate notes
while reading. These topics will be used for class discussion, as well as papers that your
teacher may assign in September. Students may also be tested on the novels at the start of
the school year. Such a test will likely include details from the novel and some thoughtful
analysis of the plot, themes, and characterization.
Topics for The Power and the Glory
1. In Catholic teaching, the priest is seen as fulfilling the role of Christ when administering
the sacrament. Does the “whiskey priest,” in performing his priestly duties, sacrifice
himself in a way that is analogous to the sacrifice of Christ? Support your answer with
specific details from the novel.
2. Compare and contrast the priest and the lieutenant in terms of values, motivations, and
concern for the common man. In your response consider the dialogue between the priest
and the lieutenant at the end of the novel.
Consider the following passage from near the end of Part Two, chapter one:
But at the center of his own faith there always stood the convincing
mystery – that we were made in God’s image. God was the parent, but He
was also the policeman, the criminal, the priest, the maniac, and the judge.
Something resembling God dangled from the gibbet or went into odd
attitudes before the bullets in a prison yard or contorted itself like a camel
in the attitude of sex. He would sit in the confessional and hear the
complicated dirty ingenuities which God’s image had thought out, and
God’s image shook now, up and down on the mule’s back, with the yellow
teeth sticking out over the lower lip, and God’s image did its despairing
act of rebellion with Maria in the hut among the rats. He said “Do you
feel better now? Not so cold, eh? Or so hot?” and pressed his hand with
a kind of driven tenderness upon the shoulders of God’s image.
Do you agree with the ideas expressed in this passage? How might these ideas impact
your own life? How can one see the image of God even in those who commit the most
deplorable and heinous acts?
Topics for The Stranger
1. What is your reaction to Meursault’s approach to life? How is your own approach to
life similar to and/or different from his? What advice would you offer to him? Do
you personally know any Meursault types?
2. Why, in your opinion, does Meursault kill the Arab? Is this killing justifiable? Does
it remind you of other killings that you have read or heard about? Can you conceive
of any situation in which you might commit a violent act? Would your violence be
justified?
JUNIOR YEAR
All junior students, College Prep, Honors, and AP, are responsible for reading Slaughterhouse 5 by Kurt Vonnegut. Honors and AP students will also read Edwidge Danticat’s Krik? Krak!. These books can be purchased in any good bookstore. A limited number of copies of Krik? Krak! are available in the English office at a reduced price of $7.00. See Mr. Casey (wcasey@shp.org)if you are interested in purchasing a copy.
Slaughterhouse 5: ISBN‐10: 0440180295 ISBN‐13: 978‐0440180296 Krik? Krak!: ISBN‐10: 067976657X ISBN‐13: 978‐0679766575 (Don’t be concerned if the ISBN has changed) The summer assignment is meant to get you to think about the books and about the value and pleasure of reading, and to relate reading to your own life. Your assignment is as follows: Consider the topics listed below for each book, and the elements of literature that you have learned in your English classes thus far here at SHP. As you read, write down your responses to the books in terms of the topics. When you finish the books reflect upon the responses that you have been writing. Your responses will be the basis for class discussion and papers that your teacher may assign in September. Teachers may check these written responses. You should also expect to be tested on this material at the start of the school year. The test will include details from the novel and some thoughtful analysis of the plot, themes, and characterization. Topics for Slaughterhouse 5: 1. In what way is this book anti‐war? How do the Tralfamadorians factor into the anti‐war sentiment of the novel? Do you believe that the novel is intended to stop wars? Why or why not? 2. Why does the narrator frequently repeat the phrase “so it goes”? Is it annoying? Effective? Haunting? A combination of all three? Explain. 3. Billy Pilgrim interacts with a number of “colorful” characters. Discuss his encounters and relationship with three of the following: Roland Weary, Montana Wildhack, Kilgore Trout, Paul Lazzaro, and Eliot Rosewater. 4. This work is not structured like a traditional novel. Vonnegut even announces the “climax” long before it occurs. Explain how, in many ways, it is a novel written according to Tralfamadorian doctrines. 5. Billy Pilgrim has become “unstuck in time.” Analyze what this idea means. What events lead to his situation? Is any reason evident as to where he travels? 6. Life magazine wrote the following in a critique about the novel: “A funny book at which you are not permitted to laugh, a sad book without tears.” What did the critic mean by this statement? Can you pinpoint various examples of humor? Did you feel any guilt in laughing? Why? Review examples of tragedy in the novel. How do you react to these scenes and why? 7. The novel begins and ends in the first person, with Kurt Vonnegut as the narrator. Why does the author name himself as the narrator? Topics for Krik? Krak!: 1. How does the author address the issue of Haitian immigration to America in the book? What are the various reasons for immigration? How do these reasons affect the characters’ behavior? 2. Throughout the book Danticat makes reference to American influences on Haitian culture, both positive and negative, Identify some examples of this influence and explain why you consider them positive or negative. 3. Discuss the author’s use of history, culture, and folklore to convey her messages of hope and resistance. 4. What role do women play in the book? How does Danticat create and use female characters? Can Edwidge Danticat be considered a “feminist writer”? SENIOR YEAR
College prep: The Hobbit by J.R.R. Tolkien
Honors and AP: All AP/Honors Students must purchase Gulliver’s Travels by Jonathan Swift and The Mayor of Casterbridge by Thomas Hardy. Students should try to get the Signet Classic editions of Gulliver’s Travels and The Mayor of Casterbridge. If that edition is not available, they should try to get the Penguin Classics edition. The summer reading assignment is meant to get you to think about the books and about the value and pleasure of reading, and to relate reading to your own life. Your assignment is as follows: Consider the topics listed for each book below, and the elements of literature that you have learned in your English classes thus far here at SHP, as you read the book assigned. Your responses will be the basis for class discussion and papers that your teacher may assign in September, so be sure to take careful and sufficient notes. You should also expect to be tested on this material at the start of the school year. The test will likely include details from the novels and some thoughtful analysis of the plot, themes, and characterization. 1. Gandalf chooses Bilbo as the final member of the dwarves’ expedition precisely because he is unlike the rest of the group. What are some of the qualities (name at least three) that distinguish Bilbo from the dwarves? Identify at least two scenes in which Bilbo is able to use them to help his friends. 2. Tolkien was an expert in medieval languages and literature. In The Hobbit, speech is a powerful tool that characters use to deceive, gain trust, or make alliances. Identify three scenes in which a character's or characters’ speech reflects something about their true nature. 3. Compare and contrast the ways in which Thorin and Gollum are consumed by greed. Analyze Thorin’s positive and negative qualities throughout the story, and explain what it is about his character that allows him to achieve redemption at the end of the story. 4. Many characters (e.g. Gollum, Smaug, or Beorn) and groups of characters (e.g. goblins spiders, ogres) in The Hobbit are presented as "monsters." Choose one and explain what makes that character or group of characters terrifying. Keep in mind that, regardless of whether or not your teacher collects these responses, they should be done carefully, thoughtfully, and neatly in order to be used effectively for class discussions. Topics for Gulliver’s Travels:
1.
For Swift, learning and science, in order to be effective, had to have a practical as well as a theoretical side and not be in direct conflict with nature. His “Voyage to Laputa” demonstrates his mastery of scientific/intellectual satire. How is this demonstrated in the lifestyle on Laputa and the experiments in Lagado? Are there scientific projects or intellectual trends today, which could be similarly satirized? 2.
Swift once asserted that he hated mankind but that he loved individuals. Does this book reinforce this idea? Do you feel that the fourth voyage, “A Voyage to the Houyhnhnms,” is too harsh in its treatment of humans? Do you see Swift’s idea as being relevant in your own life, to current affairs, and/or to films and television works today? 3.
The name “Gulliver” is a pun on “gull” or “gullible.” In what ways is Gulliver gullible? Cite examples from all four journeys to show how Swift uses this trait to make his points. Have you ever been gullible about something? What was the result? 4.
In one of his conversations with the King of Brobdingnag, Gulliver quotes the monarch with the following observation: That whoever could make two ears of corn or two blades of grass to grow upon a spot of ground where only one grew before, would deserve better of mankind, and do more essential service to his country than the whole race of politicians together. 5.
Based upon Gulliver’s experiences in Lilliput and on his defense of the political system of his own country, would you agree or disagree with the King of Brobdingnag’s assertion? Would it be valid in terms of America today? Explain. Topics for The Mayor of Casterbridge:
1.
What is the significance of setting in this novel? Consider especially the ancient Roman background of Casterbridge and its isolated rural position. Does Hardy ever suggest that the environment, especially its natural characteristics, can control, influence, or reflect human activity? Have you ever felt this about some place or environment in your own life, either in positive or negative terms? 2.
The narrator of The Mayor of Casterbridge makes the following observation about the protagonist, Michael Henchard: “But most probably luck had nothing to do with it. Character is fate.” How do you define “fate” or “destiny”? How true is this statement as it relates to Henchard’s rise and fall? How much of his “tragedy” is caused by his own actions and how much is caused by luck or fate? 3.
In Hardy’s work, evidence of irony is often used to underscore what he believes to be the unstable condition of human existence. This often happens when seemingly insignificant events turn out to have dreadful, but totally unexpected, consequences. Cite and explain several examples of this “unpredictability” from the novel. Has this concept ever affected your own life? Explain. 4.
Henchard’s misfortunes reflect upon his selling of his wife at the start of the novel. This demonstrates the ideas that Hardy believed that, in life, there is always a price to pay for one’s actions. Do you agree with this idea? Did you ever decide to do something for which you had to pay a price at a later time? World Languages
Chinese II Honors PART I - Vocabulary Review the following 6 Quizlet sets, then take a test for each test with at least 90% accuracy. Make sure
you are going from English to Chinese and using all question types except True/False. See the screen shot
below: Once you complete each test, print out the 1st page or do a screenshot to prove you completed the
assignments. Then send all your results to me together in one email to: mhegedus@shp.org Good luck! Mr. Hegedus 何老师(Hé lăoshī) 1. Names and Introductions
http://quizlet.com/27875887/step-up-chinese-lesson-1-flash-cards/ 2. Nationalities and Geography
http://quizlet.com/30326553/step-up-with-chinese-lesson-2-flash-cards/ 3. Numbers and Time
http://quizlet.com/34688220/step-up-with-chinese-lesson-3-flash-cards/ 4. Family
http://quizlet.com/38623656/step-up-with-chinese-lesson-5-family-flash-cards/ 5. Interests and Hobbies
http://quizlet.com/41925536/step-up-with-chinese-unit-9-my-interests-my-dreams-hobbies-flash-cards/ 6. Food and Drink
https://quizlet.com/82024611/food-and-drink-flash-cards/ PART II- Speaking Place a phone call to my Google Voice number: (973) 869-9936 Once the voicemail picks up, state your name and then do a self introduction in Chinese. The self
introduction must answer the questions below. Write out your answers in pinyin first and focus
on your tones and pronunciation the best you can. Self Introduction Questions: 1. 你叫什么名字？
2. 你今年多大？你的生日几月几号？
3. 你是哪国人？你家在哪儿？
4. 你爸爸（妈妈）做什么工作？
5. 你家有几口人？你有几个妹妹（姐姐、弟弟etc.)?
6. 你有什么爱好？ （你喜欢做什么？）
7. 你平常喜欢吃什么？喝什么？
8. 你为什么来Seton Hall Prep学校?
PART III - Writing
Handwrite an email in Chinese characters to a new pen pal in China, to include the elements
below. Use the character paper provided at the following link for your letter (don’t worry, you
do not have fill out the whole page). When you are finished, take a picture of the letter or scan it
and send it to me at mhegedus@shp.org Character sheet: https://drive.google.com/file/d/0B8-8oam_4_XaZE9jdkpQZUVMdHc/view?usp=sharing Letter Tasks: ● Greet the person and introduce yourself, including name and nationality.
● Tell the pen pal about your family, including how many people and what siblings you
have.
● Tell the pen pal about 3 of your hobbies.
● Tell the pen pal what you are doing tonight.
● Ask the pen pal what he or she usually likes to do.
● Include a closing statement / farewell with your Chinese name.
Chinese IV AP Spanish Literature Becoming a Discerning and Happy Reader in Spanish
La suerte es la sinergia entre la oportunidad y la preparación. Prepárate y que tengas muchas oportunidades en la vida. Este verano vas a leer selecciones de Álbum, o Los funerales de la Mamá Grande o …y no se lo tragó la tierra, y una o dos novelas, las que prefieras tú. Mientras más leas, mejor. 1. Álbum. Favor de leer los siguientes cuentos cortos que se estudian en la clase de AP: “El hijo” p 96 “Mi caballo mago” p 139 “No oyes ladrar los perros” p 191 “Las medias rojas” p 200 “Dos palabras” 208 Luego, por correo electrónico con el deletreo comprobado (claro), por favor mándame THINKs bien pensados en inglés y en español para las siguientes preguntas. No hay que tratar cuentos que no estén en la lista de arriba y no necesitas escribir los ensayos. Para el 16 de junio el tema general es Personajes: # 3, 5, 11, 15, 16, 22 en pp 221‐222 Para el 23 de junio el tema general es Temas: # 33, 39, 40, 42 en pp 222‐223 Para el 30 de junio el tema general es Estilo y simbolismo: # 61, 68, 74 en pp 224‐225 y # 80, 90 en pp 226‐227 Estos tres trabajos son para tres notas distintas de 30 puntos. 2. Escoge entre A o B. A. Lee Los funerales de la Mamá Grande. Este autor, Gabriel García Márquez, es posiblemente el inventor del cuento corto moderno. Favor de hacer una ficha para el cuento “La siesta del martes”, que es el favorito del autor (y que aparece en el examen AP). No es necesario hacer fichas para los demás cuentos, pero sí hay que hacer una para el libro entero que trate cómo forman los cuentos un libro cohesivo. Para el 15 de julio. B. Lee …y no se lo tragó la tierra, de Tomás Rivera, un librito de la vida de un niño chicano de familia de trabajadores migrantes. Interesante ver cómo estas viñetas forman una obra completa. Esta obra no es como parece. Favor de hacer fichas para las dos viñetas de este libro que aparecen en el examen de AP, la epónima “…y no se lo tragó la tierra” y “La noche buena”. Para el 15 de julio. Estas dos fichas son para dos notas distintas de 20 puntos. 3. Lee una o dos novelas que prefieras tú. La idea es que te pongas feliz y cómodo con la lectura. Cualquier pregunta o duda, llámame o escríbeme. No me molestarías. Que disfrutes del verano. Sra. de Mainardi mmainardi@shp.org Rivera, Tomas. …y no se lo tragó la tierra. Houston: Arte Público Press, 1996. Impresión. García Márquez, Gabriel. Los funerales de la Mamá Grande. Mexico, D.F.: Editorial Diana, 1986. Impresión. Renjilian‐Burgy, Joy, and Rebecca M. Valette. Album. Boston: Houghton Mifflin, 2005. Impresión. Writing the Organized Essay PLEASE THINK BEFORE YOU WRITE! Here’s how:  Write out your THINK in English and check for a logical progression of ideas. Once you are satisfied that your THINK is persuasive...  Write your THINK in Spanish. Use your dictionary. Then you are prepared to...  WRITE your composition without stopping so you don’t lose your train of thought.  Never write your composition in English first because translating is difficult and anyway, your goal is to WRITE in Spanish! Finally...  REVISE your composition. If you are able to come back to it later, you will find it less perfect than you thought, because...  YOUR FIRST DRAFT IS YOUR WORST DRAFT! Don't let anyone else read it! English (write sentences): KILLER ENDING! Checklist Look for the following elements in your composition. Circle the number next to each category. (5= yes, estupendamente; could not be better!) 5 4 3 2 T = TITLE Does the title relate to the composition? Does it interest you? 5 4 3 2 H = HOOK Does the introductory sentence hook you into reading further? 5 4 3 2 I = IDEA Is there one and only one main idea in the first paragraph? (What is it?) 5 4 3 2 N = NEXT IDEA Does the next paragraph also have only one main idea? (What is it?) 5 4 3 2 K = KILLER ENDING Does the ending make your main point forcefully? Your composition must show purpose (50% of your score) and language mastery (50% of your score). Spanish (translate JUST those sentences): T H I Science
Course Assignment Status Biology AP Summary of assignment in pdf, but book and assignment packet were already distributed by teacher. Physics 1 AP New pdf for this year. Students are getting the book and a copy of the assignment from teacher. Physics C AP Assignment in pdf format. Assume that students will need a text. Chemistry AP New pdf for this year. Students are getting the book and a copy of the assignment from teacher. Chemistry Honors New pdf for this year. Students do NOT need a textbook for this assignment. Computer Science AP New pdf for this year. Math The Summer Assignment is to be done neatly on loose leaf paper and is to display all work, including details and diagrams as needed. Please see attached for examples and due dates related to your specific assignment. Any student who fails to submit the Summer Assignment will be removed from the AP Program. AP Statistics: (no assignment for Statistics CP) Handout distributed in class (and attached). Value: 50 total points. See attached for breakdown of points. AP Calculus AB/BC: (Handout distributed in class (and attached). Value: 100 total points. See attached for breakdown of points. * AP Calculus AB and AP Calculus BC have the same assignment. * There no summer assignments for any other courses. AP Statistics Summer Assignment 50 point quiz grade – Everything you need to know to complete the assignment is in this document…so be sure to read it! Assignments turned in up to 24 hours late will receive the greater of points earned and 80% of the point value. Assignments turned in more than 24 hours late will receive the greater of points earned and 50% of the point value. If you have any questions, don’t hesitate to email me at: LSgaramella@shp.org You will need a textbook – get one from Mrs. Sgaramella in Room 400 before the last day of school.  General information o Examples of all questions that you are to answer are in the textbook in the assigned reading for each section of the summer assignment. There are also sample answers at the end of this document that will help you. o All assignments are to be turned in by sharing a Google document (not a Google spreadsheet) with me. o If you do not have a Google account, you should use the one that the school has created for you  User name: first.last@shpstudent.org  Password: welcome1856  You should change your password after you sign in for the first time. 

o
o
If you have any problems, email Mr. Snyder at dsnyder@shp.org Share your document with me at lsgaramella@shpstudent.org If you have a personal gmail account, you may share the document with me at lsgaramella@shp.org Do not attach a Word document to an email – sharing a Google doc is the only way to submit your assignment o
o
o
o
o
Allow me editing access – however I will not be making changes to your document (this simply allows me to see the dates and times of updates. Each assignment will be added to the previously shared document so that by the end there is one document containing your entire summer assignment Due dates are given for each part of the assignment, beginning with August 1 and continuing weekly for a total of five. Assignments are due by midnight on the dates given. You may share assignments with me before the due date, but deductions will be made if they are turned in after the due date – THERE ARE NO ACCEPTABLE EXCUSES. In the cases where I have assigned an even numbered exercise in the textbook, the exercise immediately preceding it is nearly identical and has the solution in the back of the book. There are also many solved examples within the text that I have assigned that will help you answer these questions. I.
You will collect your own set of data that will be used throughout this assignment. You are to complete a table, similar to the one below, using nutrition information for various foods from the pantry, refrigerator or freezer in your home (or a friend’s home). Nutrition information is readily available on the food labels. You are to compile a table of data for 25 food items similar to the partial table below.  Record the type of food for the item in the first column (for example bread, pasta, green beans), the type of packaging (can, box, package, etc.) in the second column. In the third through fifth columns, record the number of calories, total fat (in grams), and protein (also in grams) per serving for each item.  Be sure to use a variety of different types of food in the table (i.e., don’t use all cereal). Read the Introduction Chapter – pages 2‐5 (stop at the Activity on hiring discrimination – we will do this in class) and use the data in your table to answer the following questions: a) What individuals does your data set describe? b) What variables were measured? Identify each one as categorical or quantitative. If they are quantitative, include the unit of measurement for each. c) Describe the individual in the tenth row of your table. PART I (table of data and answers to these three questions) is due by August 1st at 11:59pm and is worth 10 points. Part I Sample Table Type of Food Pasta Green Beans Cereal Bread Package Type Calories per serving Box 130 Can 10 Box 125 Plastic Bag 125 Fat (g) Per serving 5 0 6 10 Protein (g) Per serving 5 0 3 6 Note: You may create whatever “type of food” and “package type” descriptions that you like – there are no wrong answers here. Use a wide variety of foods in your table!!! Include your favorites. II.
Displaying Categorical Data: Read Section 1‐1, pages 8‐12 (stop at Two Way Tables and Marginal Distributions – we will cover this in September). a. Complete Question 16a and 16b on page 23 b. Explain why the graph on the lower left hand portion of page 11 is misleading. c. Answer Question 18 on page 24. This question requires you to create a bar graph by hand. Insert a picture of your hand‐drawn bar graph directly into your Google Document. Part II is due on August 8th by 11:59pm. This portion of the assignment is worth 10 points and may be turned in any time before the due date. III.
Displaying Quantitative Data with Graphs ‐ Dotplots: Read Section 1‐2, pages 27‐32 a. Create a dotplot using your Fat data. Use whatever scale on the x‐axis that you feel is appropriate. Insert a picture directly into your document. b. Describe the shape of the distribution of fat grams c. Describe the center of the distribution of fat grams d. Describe the spread of the distribution of fat grams e. Are there any potential outliers in your data? If so which foods are they? These would be values (or dots) that are far away from the majority of the dots. Note for b – e above, you can use the “Check Your Understanding” on page 31 as a model for your answers. The answers to “Check Your Understanding” are given in the back of the textbook. Part III is due on August 15th by 11:59pm. This portion of the assignment is worth 10 points and may be turned in any time before the due date. All graphs (dotplots, stemplots, bar graphs, histograms) should contain scales and titles on the axes, should have an overall title if it is not clear what the data represent. Anyone should be able to pick up your graphs and know what the data represent. IV.
Displaying Quantitative Data with Graphs – Stemplots: Read Section 1.2, pages 33‐35 (stop at Histograms) a. Create a hand‐drawn stemplot using the protein data from your table and insert a picture of it into your document. (instructions are in the example on page 33) V.
Displaying Quantitative Data with Graphs – Histograms: Read pages 35‐42 a. Create a histogram by hand of your calorie data and insert a picture of it into your document (instructions are in the example on page 35.) b. What is the shape of your graph? c. What is your estimate of the center of the data? What measure of center did you use? d. How would you describe the spread of the data? Would you say that the data values are close together, very spread apart or somewhere in between? Reviewing the odd exercises and their solutions on pages 42‐48 may help you answer b‐d. Parts IV and V are due on August 22nd by 11:59pm. Insert pictures of your hand‐drawn stemplot and histogram to the document. This portion of the assignment is worth 10 points and may be turned in any time before the due date. Note: we will cover creating histograms on the graphing calculator in September – you are not required or expected to be able to do it for the summer assignment. VI.
Describing Quantitative Data with Numbers – mean and median. Read Section 1‐3 pages 50‐55 (stop at Interquartile Range). a. Provide the mean and median for your calories, fat, and protein (calculated by hand, calculator, or computer). b. At this point, you have a dotplot of the fiber grams, a stemplot of your protein, and a histogram of your calorie data. When we have a skewed shape to a distribution, we use the median as a measure of center. When the distribution is symmetric and unimodal, otherwise known as bell‐shaped, we use the mean as a measure of center. Give the shape of the data for fiber, protein, and calories from your data/graphs and give the appropriate measure of center based on the shape. Below are samples of specific shapes for you to use as a guide: skewed to the right skewed to the left bell‐shaped Part VI is due on August 29th by 11:59pm. This portion of the assignment is worth 10 points and may be turned in any time before the due date. AP Statistics – Examples of acceptable answers/formats All written answers should be in paragraph form or in a neat bullet list, where appropriate. Sample Answer for Exercise #3 page 7 (a) The individuals in the data set are AP Statistics students who completed a questionnaire on the first day of class. (b) Categorical: gender, handedness, favorite type of music. Quantitative: height (in inches), amount of time the student is expecting to spend on homework (in minutes), the total value of coins in a student’s pocket (in cents). (c) The individual in the highlighted row:  Female  right‐handed  58 inches tall  spends 60 minutes on homework  prefers Alternative music  had 76 cents in her pocket. Examples of correct graphs for Exercises in your textbook: Exercise 11 page 22‐23 Exercise 37 page 42 Exercise 55 page 46 AP Calculus AB/BC Summer Assignment Part I: Memorize the attached special angle table for a quickly timed 50‐point quiz during the first week of school. Part II: Memorize the attached set of graphs for a quickly timed 50‐point quiz during the first week of school. Special Angles Graphs