AP World History/Sophomore Honors English
Summer Reading and Assignments
Ms. Reinicke and Mr. Shearer 2015
We are excited that you will be taking the AP World History/Honors English block class next year. We hope
that you are looking forward to the opportunity to take this course as well. By signing up for this course you
have committed yourself to a rigorous course of study. In order for you to be better prepared for the start of this
course and the pace at which we will begin you must complete a series of assignments over the summer. All of
the assignments EXCEPT the paper described as the last assignment in this packet, must be handwritten. All
assignments will be due on the 1st day of class without exception. Students registering for the course after
August 15th will have until October 1st to complete the assignments.
We will be available all summer long via email. Feel free to contact us with any questions, if you would like us
to review your work or if you are experiencing difficulties and would like support or clarification. When in
doubt, ask.
To contact Mr. Shearer about questions regarding the AP World History course work, email
aeshearer@mcpsmt.org. To contact Ms. Reinicke about questions regarding the Honors English course work,
email jlreinicke@mcpsmt.org. Also, please put your full name and the words “Sophomore Block” in your
subject line. This will help us identify your email if it gets caught in the spam filter. Please use an email address
that we can use to keep in contact with you. We recommend using your MCPS issued Gmail. Using your
school issued Google account will be a requirement when school starts in the fall.
We will also be creating a website dedicated to our class and will require that you complete and fill out a
Google form answering demographic questions about yourself. Please complete this form prior to August 15th.
To find a link to the site and the Google form please use the mcpsmt.org/sentinel website. Find either of our
teacher pages and look for the link. Please familiarize yourself with the district and school website, especially
the library’s website. The class website and Google form will be available after July 15th.
Please review the following assignments with your parents/guardians and have them sign the form below and
return it to Mr. Shearer or Ms. Reinicke before June 10. Failure to complete the required summer assignments
will have a negative impact on your grade for the 1st semester and may result in your removal of the course.
---------------------------------------------------------------------------------------------------------------------------------------
I, _______________________________ (printed student name), have reviewed the summer assignments with
my parents/guardians and we both understand the importance and necessity of completing the tasks as assigned.
I will complete the tasks and ask questions for clarification when necessary.
Student Signature:___________________________________________Date:_______________________
Parent Signature:___________________________________________Date:_________________________
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All of the following assignments will be turned in as separate documents on the first day of class. Each
assignment should be stapled and labeled. Do not leave any assignments in notebooks.
I. Map Activity
For this task you are to create a set of maps that include many significant geophysical characteristics of the Earth. Create
maps you can be proud of and maps that have longevity; you will be using your maps throughout the year as reference tools. Locate
and label all items listed below and create a key or legend on each map. You will have a map quiz on these locations the first week of
school that will assess your ability to locate these items. To download blank maps see Mr. Shearer’s website or use those attached.
You can use the following websites to test your knowledge of the items:http://www.ilike2learn.com/ilike2learn/and
http://www.sheppardsoftware.com/Geography.htm
Continents (Red)
1. North America
2. South America
3. Australia
4. Europe
5. Antarctica
6. Asia
7. Africa
Oceans , Seas, Bays,
Lakes (Blue)
1. Atlantic Ocean (1 N.
North and 1 S. South)
2. Pacific Ocean (2N
North and 2S South)
3. Indian Ocean
4. Arctic Ocean
5. North Sea
6. Baltic Sea
7. English Channel
8. Norwegian Sea
9. Barents Sea
10. Mediterranean Sea
11. Adriatic Sea
12. Aegean Sea
13. Black Sea
14. Caspian Sea
15. Great Lakes
16. Red Sea
17. Persian Gulf
18. Arabian Sea
19. Bay of Bengal
20. South China Sea
21. East China Sea
22. Yellow Sea
23. Sea of Japan
24. Caribbean
25. Hudson Bay
26. Cape of Good Hope
27. Cape Horn
28. Gulf of Guinea
29. Gulf of Mexico
Rivers (Green)
1. Nile River
2. Tigris
3. Euphrates
4. Amazon River
5. Mississippi River
6. Rio Grande River
7. Indus River
8. Yellow River (Hwang
He)
9. Yangtze
10. Ganges River
11. Irrawaddy River
12. Mekong
13. Congo
14. Rhine
15. Danube
16. Niger
Deserts (Tan or Yellow)
1. Gobi
2. Kalahari
3. Sahara
4. Thar
5. Mojave
6. Arabian
7. Namib Desert
8. Atacama Desert
Mountain ranges
(Orange)
1. Himalayas
2. Hindu Kush
3. Pamirs
4. Andes
5. Sierra Madre
6. Alps
7. Appalachian
8. Rocky
9. Atlas
10. Pyrenees Mountains
11. Ural Mountains
Straits (Purple)
1. Bosporus Strait
2. Strait of Magellan
3. Strait of Gibraltar
4. Strait of Malacca
Regions – Color Coded
(Collegboard/AP
Distinctions)
1. North Africa
2. West Africa
3. East Africa
4. Central Africa
5. Southern Africa
6. Middle East
7. East Asia
8. Central Asia
9. Southeast Asia
10. South Asia
11. Latin America
(including regions of
Mesoamerica and the
Caribbean)
12. Western Europe
13. Eastern Europe
14. North America
15. Oceania
Peninsulas and other
landforms (striped lines)
1. Arabian Peninsula
2. Balkans
3. Crimean
4. Horn of Africa
5. Iberian Peninsula
6. Yucatan Peninsula
7. Rift Valley
8. Asian Steppe
Other: (Black Lines)
1. Prime Meridian
2. Equator
3. International Date Line
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II: This Fleeting World Reading Assignment
David Christian’s This Fleeting World provides a broad overview of the entire history of humanity. The
book will provide you with background information and large-scale context to help you navigate the detailed
information we study during the year. The text is brief so you are required to read it in its entirety. Start with the
“Introduction and Prequel,” then move on to “Beginnings,” “Acceleration,” and “Our World.” Finally, I will
also expect you to read the prologue titled “Periodization in World History.” While you are reading I expect you
to respond to a series of journal assignments, review a set of guided questions and most importantly take notes
on the reading.
A. Notes.
I am requiring that you adopt a method of note taking referred to as “Cornell Notes.” This method has
been tried and tested for generations of students and has been established as an efficient and effective method of
learning and retaining information. Those who have mastered this method of note-taking will use it for life and
be better students because of it. In brief, the method involves taking notes on the larger right hand-side of your
page and leaving a 2-inch margin on the left. After taking your notes on the right you will then fill in the left
hand column with focus questions, key terms and other cues to help organize and review. These cues are usually
added immediately after your initial note-taking session. Later you can revisit your notes and review using just
the left hand column. The bottom of the page is reserved for summarizing the section of reading or lecture. I
will include a few examples in this packet but I also encourage you to do a quick Google search or watch a
Youtube clip or two describing the method. You can also visit Mr. Shearer’s website. Finally, This Fleeting
World is a very contextual big picture work. Do not get too caught up on the little details; note-taking is not a
re-writing of the source material. Be deliberate in what you take notes on and think of what the most important
concepts and ideas are and fill in details to support these big ideas.
B. Journal Entries.
Throughout Christian’s text he includes a series of “Thought Experiments” and “Worth Debating” text
boxes. These correspond with the reading and are designed to get you to think critically about the topics being
discussed and connect the reading to your life. Respond to these as journal entries and include them directly in
your Cornell Notes. Consider the journal prompts thoughtfully and respond to them in 1-2 paragraphs. Please
complete the following prompts in your journal:
“Beginnings”: pg. 3, 9, 12, 18,
“Acceleration”: pg. 24, 30, 46, 50,
“Our World”: pg. 60, 67, 73, 81, 88, 91
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C. Guided Questions.
I have provided a list of guided questions. You do not have to complete the questions, but I would
encourage you to review the questions and treat them as a study guide. They are good questions and focus on
details of the text. Your notes should not be as detailed as these questions.
This Fleeting World Guided Questions
Introduction
1. Explain the role and purpose of This Fleeting World, according to Christian.
Beginnings: The Era of Foragers
2.
What is the Paleolithic era? Who are “foragers”? Why has the era of foragers typically not been studied by historians?
3.
List the three types of evidence used to study the era. Provide a brief explanation of each.
4.
What is Carbon dating? How has this been help to historians and anthropologists?
5.
When did human history begin? Explain the two theories of human evolution and migration. What specific evidence is used
by each theory? Which theory do you feel is most plausible? Explain.
6.
Explain which factors distinguish humans from other species.
7.
Why were population densities low in foraging communities? How were small foraging communities tied together and
organized? How did men and women share the work and power?
8.
Why did Australia and the Americas have so many extinctions of large mammals? What impact did those extinctions have on
the history of these regions?
9.
What is “fire-stick farming”? How closely should the development of humans be linked to the environment? Explain.
10. Why might some people say that foragers were affluent? Do you agree? Explain.
Acceleration: The Agrarian Era
11. How does agriculture differ from foraging? Where and when did agriculture start?
12. Explain how climate change might have contributed to the rise of farming? How might population growth have caused
sedentary lifestyles?
13. Where and why did agriculture spread rapidly?
14. List and explain each of the six characteristics shared by agrarian communities.
15. What is the secondary product revolution? How did it impact humans? How can pottery help prove if the theory of a
“secondary products” revolution is true?
16. How do archaeologists find evidence of institutionalized hierarchies? Explain how men began to dominate women.
17. What caused cities and states to emerge?
18. What are imperial states? What were the limits on imperial rule? What impact did the rise of large empires have on AfroEurasian political, social, and economic life?
19. What factors caused the rise of religions throughout the world? What other implications did these factors cause?
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20. Did the Americas experience expanded political systems in the Agrarian Era? Cite specific evidence to support your answer.
21. The Vikings, Mongols, and Ming Admiral Cheng Ho are examples of what phenomenon in the era from 1000- 1750? What
role did Western European states play in the global networks from 1000-1750?
Our World: The Modern Era
22. When did the “Modern Era” begin?
23. What political, social/gender, economic, and technological changes and continuities occurred in the modern era?
24. How has population growth in the modern era impacted the complexity and role of government?
25. In what ways was innovation in the modern era built on change that started in the Agrarian era? Explain how the rise of
commercial society increased innovation.
26. How did Western Europe fare in the Agrarian and Modern Eras? Thoroughly explain.
27. What were the time periods and characteristics of the three waves of the industrial revolution?
28. What impact did the 19
th
Century industrialization have on the wealth and power of countries? How did industrialization
change culture?
29. Explain in what ways the 20
th
Century was a time of rivalry.
30. For each of the following, explain how the event impacted the modern era.
1.
World War I
2.
The Russian Revolution
3.
The Great Depression
4.
World War II
31. What changes to global relations and power occurred following World War II?
32. What impact has global consumerism had on the earth?
Periodization in World History
33. What is periodization?
34. What are some of the theoretical, organizational, ethical, and technical problems of periodization in World History?
35. Why are the periodization labels ancient, medieval, and modern problematic?
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Example of Acceptable This Fleeting World Journal Entry
Journal Entry for “Thought Experiment” page 3, Humans Place in the World
May 31, 2013
I had to read the Mark Twain quote a few times before I really understood what it was trying to express.
I believe that Twain was saying that despite the huge amount of history before “Man” the accomplishments of
“Man” should be viewed as the purpose and pinnacle of that history. All other events subordinate and inferior to
“Mans” time in history. I think that the majority of Americans may have the viewpoint that they are the center
of the Universe. And while we may be sitting in some tiny corner of the galaxy the belief is that we are alone as
intelligent beings in the galaxy. I think that those from a diverse background or from different spiritual or
scientific beliefs may be more likely to believe that they are not the center of the Universe. Clearly with our
technology we know that the actual center is not Earth but the lack of contact with other intelligent beings
suggests to many that we are the most important creation in the galaxy.
I think that a more appropriate perspective would place the humans as just one of many important
aspects of the universe. I don’t think that humans always have to see themselves as the center of the Universe
but that it is easier and makes more sense for us to believe this. If we did not view ourselves that way we could
open the conversation up to more dialogue. I think that it matters a great deal how we see our place in the
Universe or on Earth, it is a testament to our perspective and our ability to tolerate diverse opinions and view
points, so yes it is very important.
This is brief but shows a clear thoughtful reflection on the prompt as described.
It also includes the date and a title so it is easy to distinguish from other entries.
It is clearly an opinion but it is focused on responding to the prompt without being offensive to
other points of view.
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IV. The Novel
A. Reading: Throughout the 2015/2016 school year we will be learning about current situations in various
countries around the world. In the appendix there is a list of books about different countries. Your job is to
choose one of these books and read it before school starts. There will be a test given over the summer reading
book during the first week of school.
I have included summaries of each book so you can make an informed choice. A Thousand Splendid Suns is
typically easy to locate due to its recent popularity. Other books from the list are also usually available at the
Book Exchange, a local used book store, amazon.com and may also be in stock at other local book stores. Many
are also available electronically at reduced rates. I understand if it may be difficult for you to purchase one of
these books. If this is the case for any reason, please ask me about books available for check out through me. I
do have limited copies of these books available.
B. Marking Passages: We will be spending time discussing these books when the school year starts. Due to
this, it is important to be able to look back through the book during discussions. As you read, please mark
passages you would like to discuss with your classmates. You should mark and be ready to discuss no fewer
than ten passages from different sections of the book.
You can mark passages in several ways. If you own the book and feel comfortable writing in your book, you
may annotate and highlight pages. If you do not own the book or do not want to write in the book, you may use
sticky notes to mark passages. If you are using an electronic device to read the book, you can use the
highlighting features on the device or you may write the passages and electronic page numbers on a separate
paper to use in discussion. If you are borrowing a book and you will not be able to keep the book to use at the
beginning of the school year, please write the passages and page numbers on a separate piece of paper.
C. Journal Entries: In addition to reading the book, you must complete three separate journal entries to help
you reflect on the reading. Divide the book into three equal sections and when you are finished reading each
section, complete your reflection journal entry before moving on to more reading.
To complete these journal entries, use the same format outlined in the AP World History information regarding
the reading assignments for This Fleeting World. The only difference between the journal entries for This
Fleeting World and your summer English book is that for the summer English book, you are going to develop
your own journal prompts.
At the top of each journal entry, include the date, the book title and the page numbers for this section of the
reading. Next, write your own prompt. Then, write a one to two paragraph response that is clear, focused on
the prompt and includes your own personal opinions.
Sample Entry for Baghdad Burning: Girl Blog from Iraq by Brenna DeMarois.
Journal Entry for Baghdad Burning pages 201-304, August 4, 2013
Prompt: What are the strengths and weaknesses of this book?
I enjoyed reading Baghdad Burning by Riverbend. The book is a collection of 24 year old Riverbend’s
blog entries. She describes the events and struggles that Iraqi citizens witness every day. I enjoyed the book
because she blogs about situations that people in our country never have to face. I had difficulty understanding
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some of her entries due to the political events she writes about, but after a little research I was able to grasp the
meaning of her entries.
Some of Riverbend’s entries are hard to read because her frustration with her country’s government is
something we have yet to deal with in our country. She is most annoyed with how different media stations cover
the events occurring around her. She feels that if the Iraqi government is allowed to develop on its own without
outside influence, they may be able to resolve their own issues. One of the things I enjoyed the most about the
book is her honesty and opinions. My favorite parts of the book are the moments when she is able to be with her
family and celebrate the fact that they are all safe. She still believes her country can change and that she can
regain her freedom as long as the right people take charge and govern for the people of Iraq. All and all I liked
the book and it left me with new questions and an interest in the Iraqi government.
Other ideas for prompts:
Pick a passage from the reading section and discuss why the passage is meaningful to the book as a whole.
Compare this section of reading to something else you have seen or read.
Relate the section of reading to a meaningful quote you have heard or read.
Discuss how this section of reading better helps you understand the world and/or specific current events in our
country or other countries.
Write about something in the reading the shocked you or surprised you or made your angry or sad or disgusted,
etc.
Write about how this section of the reading connects with work you are doing for the AP World History portion
of the class.
Notes about Conventions:
*Please pay attention to punctuation and spelling when writing journal entries.
*Please underline book title.
*When writing about books, it is important to use present tense verbs. Even if you are done with the reading,
the book still exists in present tense. Present tense verbs are underlined in the above sample.
D. Viewing: You will notice when you review the list of books that there are movies listed to accompany each
book. In addition to reading the book of your choice from the list, you also need to watch one movie to
accompany your book. Be aware of the fact that these are not movie versions of your book. The movie
assignment is designed to enhance your understanding about the country in which your book takes place. Many
of these movies are available at local video stores. Most are also available through Netflix, YouTube and other
online movie resources. I have included ratings for some of the movies so you can make an educated decision.
Some foreign films and documentaries are not rated. I have given some of these movies my own personal
ratings to help guide your choice. Please note that while many documentaries and foreign films are not rated, it
does not mean that they will not have upsetting content. Please review the descriptions to make sure you are
making the correct choice for you. You may also want to review amazon.com and other websites for reviews.
These reviews will often reveal if content is graphic and upsetting.
I understand that some of the movies may be hard to locate. If you cannot find one of the movies, then your
alternative is to visit www.ted.com. On this site you will find video “talks” on various subjects. Find two
“talks” that relate to your country and watch these.
When you are done viewing the film or Ted Talks, please write two detailed paragraphs. If you watch one of the
suggested films, please spend one paragraph summarizing the film. Make sure to include the underlined title in
this paragraph. Use the second paragraph to explain your reaction to the film.
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If you watch Ted Talks, write one paragraph about the first Ted Talk and one paragraph about the second Ted
Talk. In each paragraph give the title of the talk, explain a little about the content of the talk and then describe
your reaction to the talk.
In the fall you will be working in groups to learn more about the current situations in the country your book is
about. You will work with your groups to create presentations for the class, teaching your classmates about
your country. As you are reading and watching, think about creative ways to present your country and book to
the class.
E. The Paper: In addition to the assignments above, you will also be writing a paper to compare and contrast
the book you read with the movie or Ted Talks you view. Please use the following format.
Introductory Paragraph:
1. Start with a sentence that gets the reader’s attention. This is the “hook” that pulls people in and makes
them want to keep reading. Sometimes it is easier to write the body of the paper first and then come
back to the hook at the end.
2. The next part of the introduction is the “bridge” sentence that provides enough context and essential
information to connect the “hook” to the “thesis” statement.
3. The “thesis” statement provides readers with the point of the paper. This is the point you will be arguing
throughout the entire paper. For this paper, fill in the blanks to create your thesis.
“Even though author and title of summer reading book and director and title of movie or name of Ted
Talk, are both important works, pick one of the two is more important to help people think critically and
understand important aspects of the world around them.”
Example with Movie: Even though William Kamkwamba and Bryan Mealer’s book The Boy Who Harnessed
the Wind and Nathan Rissman’s movie I Am Because We Are are both important works, The Boy Who
Harnessed the Wind is more important to help people think critically and understand important aspects of the
world around them.
Example with Ted Talk: Even though Ismael Beah’s book A Long Way Gone: Memoirs of a Boy Soldier and the
Ted Talk with Ishmael Beah entitled “Child Soldier” are both important works, this Ted Talk is more important
to help people think critically and understand important aspects of the world around them.
Body Paragraphs:
Write at least three body paragraphs to prove your thesis statement. Use body paragraphs to address why both
works are important but make sure to prove why one is more important than the other. Address how both works
can help people think critically and understand important aspects of the world around them, but address how
one of these is more helpful when it comes to this. Make sure to use specific and detailed examples from
both the film and the movie to support your opinions. When using direct quotes and paraphrases, make sure
to follow MLA in-text citation format. This format is detailed at
https://owl.english.purdue.edu/owl/resource/747/02/.
Possible organizational formats:
Example 1 Body Paragraph 1: Address why one of the works is important
Body Paragraph 2: Address why the other work is important
Body Paragraph 3: Address why one is MORE important and how it works to help people with critical thinking
and understanding
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Example 2 –
Pick one particular aspect to focus on that is addressed in both the book and the movie. For example, discuss
the treatment of child soldiers or the focus on the AIDS epidemic.
Body Paragraph 1: Address how one of the works focuses on this particular issue – is there too much focus, not
enough focus, or just the right amount
Body Paragraph 2: Address how the other work focuses on this particular issue
Body Paragraph 3: Address why this particular issue is important and how the focus of the issue in one of the
works is much better and helps readers to think critically about this issue and understand the global implications
of this issue
Body Paragraph Structure:
1. Topic sentence revealing what the paragraph will be about.
2. Follow-up sentence connecting topic sentence to the first specific example.
3. Specific example from book or movie to prove the point you are trying to make in this paragraph.
4. Analysis of first specific example. This is approximately two to three sentences explaining how the first
example supports the thesis and why it is important.
5. Second specific example from book or movie to prove the point you are trying to make in this
paragraph.
6. Analysis of second specific example. This is approximately two to three sentences explaining how the
second example supports the thesis and why it is important.
7. Wrap-up sentence capturing why the points in this paragraph are so important to prove your thesis.
Concluding Paragraph:
1. The first part of concluding paragraph should remind readers about your thesis. Restate the main point
of thesis without restating the thesis statement word for word.
2. Explain the “so what” – now that we have read your paper – why should we care? Why does this matter?
3. The last line of the paper should include a lasting impression. One suggestion is to connect back to the
“hook.” If you detailed an image at the beginning or told a story or used an important quote – go back to
this somehow. If you opened with a question, the last statement could be an answer to the opening
question.
Works Cited Page:
Include a Works Cited page at the end of the paper that includes the citations for the book and the film or Ted
Talks. No other sources are required to write this paper. All the thinking involved in this paper should be your
own.
You will be graded on the following:
1. Idea Development
a. Make sure to develop your ideas fully and completely. Do not assume we know what you are
thinking or why something is important – tell us.
b. Use specific details and descriptions from the works to prove all your points.
c. Use commentary, or your own words and opinions, to explain how each specific detail or
description works to support the thesis statement.
2. Organization
a. Follow the above format for the introduction and conclusion.
b. Make sure to have separate body paragraphs that follow a logical order.
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c. Include transitions between paragraphs to link ideas from paragraphs together.
3. Word Choice
a. Make sure you are using the strongest and most specific words possible to develop your ideas.
b. Avoid all of the following words: I, me, we, our, us, you, your, you’re, good, bad, things, stuff,
4.
5.
6.
7.
very, a lot
c. Even though you are challenged to use strong and specific words, do not commit “thesaurus
overload” – you do not want the word choice to get in the way of the reader’s understanding.
Sentence Fluency
a. Read your paper aloud to make sure all of your sentences sound okay and that they make sense.
b. Use a variety of long and short sentences.
c. Use a variety of sentence beginnings. You do not want all of your sentences to start with the
same language and structure.
Voice
a. This is your first paper assignment for this class and you are trying to show me who you are as a
writer. Be thoughtful and professional; use this as an opportunity to establish your credibility as a
writer and as a thinker.
Conventions
a. Pay attention to punctuation and spelling. Do the best you can to fix errors.
b. Use present tense verbs when referring to the book, the film and the Ted Talks.
Format
a. Follow MLA formatting guidelines for paper. Review the sample MLA paper at the end of this
packet. You do not need a cover page or an abstract. You do need an MLA header on the top
left of your first page and a running page number header on the top right of all pages in essay.
You also need a Works Cited page. Use the guidelines and format on the sample paper to help
you. Use the checklist below also as a way to make sure you are paying attention to necessary
formatting details.
____paper is double spaced
____there are no extra spaces between paragraphs
____MLA header provided on top left ____running header on all pages, even Works Cited
____font is Times New Roman, 12-point
b. Follow MLA formatting guidelines for the Works Cited page. Review the sample paper and the
Owl Purdue website. Also pay attention to the checklist below.
____it is on its own page
____each citation follows appropriate MLA format
____citations are in alphabetical order ____hanging indents are used
____running pg. # on top right
____Works Cited centered at top with no extra formatting
____citations double spaced with no extra space between citations
**Even though you are graded on the above, I know I will not be there to help you with steps you may not
understand. I expect you to do the best you can. I will use the papers to determine where we need to start in
terms of writing instruction and MLA formatting instruction.
When you are done typing your summer essay, you must print your essay so you are ready to turn it in the first
day of class. You must also submit your essay online to turnitin.com.
F. Turn It In Website: You must submit your essay to turnitin.com on or before the first day of class. In order
to do this, you must create an account. If you created an account in your freshman English class, you can use
the same account.
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To create an account:
1. Log onto turnitin.com
2. Click on the link: Create Account (It is in the upper right hand corner.)
3. Provide an email address and a password. It is important that you write these down somewhere
reliable. We will be coming back to this website throughout the year. Teachers are not given this
information; so, we will not be able to help you if you forget or lose this information.
4. When done entering a password, click on the link that says “student”.
5. On the next page, you will be required to complete some enrollment information and provide your email
address and password again. You will also need a “Class ID” and “Class Enrollment Password”. These
are:
Class ID: 10058248
Enrollment Password: Summer2015
To submit a paper:
1. Once you have an account, you can access the class with the Class ID and Enrollment Password above.
2. Once in the class, click on the assignment “Comparison Essay.” From here you will be able to upload or
copy and paste your paper to this website. This allows me to do some online editing as well as to check
for originality and plagiarism.
A Note on Plagiarism:
Plagiarism is to use the words or ideas of another person as if they are your own words or ideas. To use
another’s words or ideas without giving the original source credit is considered literary theft or plagiarism. It
will not be tolerated in any form. The first instance of plagiarism in this class will result in a 0 on the
assignment and a written referral to the Dean of Students. The second instance will result in removal of the
class with an F for the semester.
Good luck with your reading and assignments. We are looking forward to getting to know you better in the fall.
We will see you in August. 
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Appendix
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Summer Book List
Afghanistan
Book
A Thousand Splendid Suns
by Khaled Hosseini
From amazon.com:
With his second novel, Khaled Hosseini proves beyond a shadow of doubt that The Kite Runner was no flash in
the Afghan pan. Once again set in Afghanistan, the story twists and turns its way through the turmoil and chaos
that ensued following the fall of the monarchy in 1973, but focuses mainly on the lives of two women, thrown
together by fate.
The story starts decades before the Taliban came into power in 1996, and ends after the era of Taliban rule. The
main character begins life as a "harami" - the illegitimate daughter of a wealthy man and one of his
housekeepers. Forced to live in a small shack with her emotionally disturbed and possibly epileptic mother,
Mariam lives for Thursdays, the day her father comes to see her, bearing small gifts and showering her with the
affection she craves. Naturally, Mariam wants to be a part of her father's life and fit in with his legitimate
family.
By her ninth birthday, Laila has grown up to be a beautiful child with blonde hair, turquoise-green eyes, high
cheekbones and dimples. Unfortunately, her mother lives only for the day her older sons will return home from
fighting the jihad, and is consumed by the vision of a free Afghanistan. Laila's best friend is a boy named Tariq,
her confidant, defender and co-conspirator, and by the end of communist rule in 1992, Laila is fourteen, and
beginning to see Tariq in a different way that she does not quite understand.
The enthusiastic rejoicing at the end of the jihad is silenced by the internal battles of the Mujahideen, and when
the bombs start falling on Kabul, Laila and Tariq are forced apart. Circumstances can make strange things
happen, and Laila soon becomes a part of Mariam's household, by necessity rather than choice. The rest of this
unforgettable story reflects the heart-rending sacrifices of these women, and allows the reader a peek behind the
burqa, to the heart of Afghanistan.
There are parts of this book that will have grown men surreptitiously blotting the tears that are on the verge of
overflowing their ducts, and by the time you get to the middle, you won't be able to put it down. Hosseini's
simple but richly descriptive prose makes for an engrossing read, and in my opinion, A Thousand Splendid Suns
is among the best I have ever read. This is definitely not one to be missed.
Movies
Silent Waters (2003) NR
Religious extremism takes its toll on a small Pakistani village in this drama set in 1979. Now living under
martial law, the widow Ayesha (Kiron Kher) struggles to adapt to Muslim rule. Her teen son Saleem (Aamir
Malik) resists pressure from his girlfriend (Shilpa Shukla) to get a job and takes up with a group of Muslim
fundamentalists. When Sikh pilgrim Jaswant (Navtej Johar) comes to town, Ayesha remembers long-forgotten
secrets from her past.
(Ms. Reinicke’s Rating = PG)
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The Kite Runner(2007) PG-13 ***This is a movie option – do not read this book as a summer choice!
Years after fleeing the Taliban and immigrating to the United States, an Afghan man (Khalid Abdalla) returns to
his war-ravaged homeland to try to repay his debt to a childhood friend whose trust he betrayed. Marc Forster
(Finding Neverland, Monster's Ball) directs this touching story of family, friendship and bravery, based on the
best-selling novel by Khaled Hosseini.
*FYI: This book is on the AP Junior reading list. Consider this when choosing if you would like to watch this
film.
Osama (2003) NR
This stunning film, the first to be made in a post-Taliban Afghanistan and inspired by a newspaper account read
by director Siddiq Barmak, recounts the efforts of a family of women to survive under an oppressive regime. To
eke out a meager living, they dress up their 12-year-old girl, Osama, as a boy so she can work. A talented cast
of non-actors -- including Marina Golbahari and Zubaida Sahar -- adds integrity to the heartbreaking story.
(Ms. Reinicke’s Rating = PG-13)
Africa
Malawi
Book
The Boy Who Harnessed the Wind
by William Kamkwamba and Bryan Mealer
From Publisher’s Weekly:
American readers will have their imaginations challenged by 14-year-old Kamkwamba’s description of life in
Malawi, a famine-stricken, land-locked nation in southern Africa: math is taught in school with the aid of bottle
tops ("three Coca-Cola plus ten Carlsberg equal thirteen"), people are slaughtered by enemy warriors
"disguised... as green grass" and a ferocious black rhino; and everyday trading is “replaced by the business of
survival" after famine hits the country. After starving for five months on his family’s small farm, the corn
harvest slowly brings Kamkwamba back to life. Witnessing his family’s struggle, Kamkwamba’s supercharged
curiosity leads him to pursue the improbable dream of using "electric wind"(they have no word for windmills)
to harness energy for the farm. Kamkwamba’s efforts were of course derided; salvaging a motley collection of
materials, from his father’s broken bike to his mother’s clothes line, he was often greeted to the tune of "Ah,
look, the madman has come with his garbage." This exquisite tale strips life down to its barest essentials, and
once there finds reason for hopes and dreams, and is especially resonant for Americans given the economy and
increasingly heated debates over health care and energy policy.
Movie
I Am Because We Are – available free online at www.hulu.com
From http://www.iambecauseweare.com/:
In the African nation of Malawi, disease, poverty and famine have taken a horrible toll, especially on young
people -- in a country of twelve million people, one million are orphaned children. In 2006, pop singer
Madonna began studying the crisis in Malawi, and decided to use her wealth and celebrity to help; she helped
finance the construction of a home for orphans, founded a relief organization called the Raising Malawi Orphan
Care Initiative, and as a personal example she and her husband adopted a boy from Malawi, David Banda
Mwale, whose mother had died. Now Madonna has written and produced I Am Because We Are, a
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documentary about Malawi that attempts to demonstrate at the need for action by profiling eight children
growing up without parents; these youngsters long for a better life and strive to remain optimistic about the
future despite the long odds fate has set against them. Some footage may not be suitable for minors.
Rwanda
Book
Left to Tell: Discovering God Amidst the Rwandan Holocaust
by Immaculee Ilibagiza
From Publishers Weekly:
In 1994, Rwandan native Ilibagiza was 22 years old and home from college to spend Easter with her devout
Catholic family, when the death of Rwanda's Hutu president sparked a three-month slaughter of nearly one
million ethnic Tutsis in the country. She survived by hiding in a Hutu pastor's tiny bathroom with seven other
starving women for 91 cramped, terrifying days. This searing firsthand account of Ilibagiza's experience cuts
two ways: her description of the evil that was perpetrated, including the brutal murders of her family members,
is soul-numbingly devastating, yet the story of her unquenchable faith and connection to God throughout the
ordeal uplifts and inspires. Her account of the miracles that protected her is simple and vivid. Her Catholic faith
shines through, but the book will speak on a deep level to any person of faith. Ilibagiza's remarkable path to
forgiving the perpetrators and releasing her anger is a beacon to others who have suffered injustice. She brings
the battlefield between good and evil out of the genocide around her and into her own heart, mind and soul. This
book is a precious addition to the literature that tries to make sense of humankind's seemingly bottomless
depravity and counterbalancing hope in an all-powerful, loving God.
Copyright © Reed Business Information, a division of Reed Elsevier Inc. All rights reserved.
Movies
Hotel Rwanda(2005) PG-13
Amid the holocaust of internecine tribal fighting in Rwanda that sees the savage butchering of hundreds of
thousands of men, women and children, one ordinary man (Oscar nominee Don Cheadle) musters the courage to
save more than 1,000 helpless refugees by sheltering them in the hotel he manages. Sophie Okonedo, Nick
Nolte and Joaquin Phoenix co-star in this powerful film (sort of an African version of Schindler's List) directed
by Terry George.
(Ms. Reinicke’s Rating: Although this is PG-13, it is quite upsetting and disturbing. This is not a movie for
someone trying to avoid violence and graphic images.)
Ghosts of Rwanda: Frontline(2004) NR
A decade after the genocide in which Hutu extremists killed some 800,000 Rwandans, PBS's Frontline takes a
hard look at how such an atrocity occurred. The program examines the social, political and diplomatic
conditions at the time of the genocide, provides firsthand accounts of the situation through interviews with
officials, relief workers, U.N. peacekeepers, diplomats and survivors, and explores whether a similar situation
could occur again.
Kinyarwanda (2011) NR
From amazon.com:
During the Rwandan genocide in 1994, when neighbors killed neighbors and friends betrayed friends, some
crossed lines of hatred to protect each other. As the country became a slaughterhouse, mosques became places
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of refuge where Muslims and Christians, Hutus and Tutsis came together to protect each other. Kinyarwanda
interweaves six different tales that together form one grand narrative that provides the most complex and real
depiction yet presented of human resilience and life during the genocide. With an amalgamation of characters,
director Alrick Brown's moving film pays homage to many, using the voices of a few.
Sierra Leone
Book
A Long Way Gone: Memoirs of a Boy Soldier
by Ishmael Beah
From amazon.com:
While I did find this book painful to read, I am very glad I stayed with it. Ishmael tells his story in casual
language, almost as if he were sitting next to you, sharing his experiences over (many cups of) tea.
He relays his life to us chronologically, beginning in his home village. He and some friends took a several day
trip to a neighboring village to show off their hip-hop skills at a talent show. Little did they know, that little trip
probably saved their lives. For while they were away, the rebel army attacked their home village.
From there, we follow Ishmael and his friends as they try to find their families (all had had to flee the village,
literally running for their lives) struggling to meet the barest of necessities. It is a long, dangerous road they
walk, and they suffer countless difficulties as they try to find somewhere safe to stay. A tunnel with no light.
You really feel the desperation, the loneliness and despair that descended upon this poor little boy. Much of the
book is about this time of wandering, going hungry, being ill-met by other villages who suspect these young,
homeless friends of being a wandering squad of rebel child-soldiers. They are met with suspicion at best,
hostility at worst.
Movies
ABC Africa(2002) NR
Over the course of a 10-day visit to Uganda, director Abbas Kiarostami captures the faces of a thousand
orphans. Although this documentary about the ravages of AIDS and civil war in the African nation may seem a
bit radical, one of the most remarkable things about the film is the way Iran's most celebrated auteur makes such
weighty material his own, forging a work that plays like a visual poem and is a testament to Africa's
unquenchable spirit.
(Ms. Reinicke’s Rating: PG)
War Dance(2007) PG-13
Set in civil war-ravaged Northern Uganda, this Best Documentary nominee for the 2008 Oscars follows the
lives of three youngsters who attend school in a refugee camp and find hope through a rich tradition of song and
dance. Coming from a world in which children are abducted from their families and forced to fight in the rebel
army, these kids give it their all when they travel to the capital city to take part in the prestigious Kampala
Music Festival.
Sierra Leone's Refugee All Stars(2005) NR
This stunning documentary captures the triumphant story of six musicians who escaped the horrific violence of
Sierra Leone's civil war, landed in a West African refugee camp and formed a band that would go on to travel
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the world. An unbelievable testament to the human spirit, the refugees' journey exemplifies the power of music.
Directed by Zach Niles and Banker White, this film was honored by the American Film Institute in 2005.
Ezra (2007) NR
From amazon.com:
Ezra is the first film to give an African perspective on the disturbing phenomenon of abducting child soldiers
into the continent's recent civil wars. It was awarded the Grand Prize at the 2007 Festival Panafricain du
Cinema à Ouagadougou (FESPACO), Africa's largest and most prestigious film event, and was selected for the
International Critics Week at the 2007 Cannes Film Festival. Ezra stands out among other African films because
it is a complex psychological study, not just of the brutalizing, healing and reintegration into society of one of
thousands of traumatized former child soldiers, but also as a key for reconstructing these societies themselves.
Ezra is structured around the week-long questioning of a 16 year old boy, Ezra, before a version of the Truth
and Reconciliation Commission, created in Sierra Leone in 2002 in the wake of its decade long civil war. This
hearing is then inter-cut with chronological flashbacks to pivotal moments during Ezra's ten years in the rebel
faction which made him who he is. These commissions, based on the idea of transitional justice and modeled on
the one in South Africa, were meant not to be punitive but restorative and therapeutic, both for the violated and
the violators. Only after Ezra confronts his crimes, how he came to commit them and repents, will he be ready
to rejoin society as well as make peace with himself. In a sense, the audience is placed in the position of the
judges, initially seeing Ezra only in terms of his crimes against humanity, but, gradually coming to realize he is
more a victim than a victimizer.
The 16 year old Ezra who appears before the tribunal is an unsympathetic, angry, deeply disturbed young man.
He takes no responsibility for the atrocities he committed, rationalizing that he was a soldier, and soldiers kill,
so why should he be brought before the Commission? He falls back on political justifications, arguing that he
was just a fighter for equality and against corruption in Sierra Leone. He is in such deep denial about his past
crimes that he suffers from amnesia; some might label him as suffering from post-traumatic stress syndrome.
The film begins, however, by showing us another Ezra, a carefree six year old on his way to school on a calm
summer morning, July 13, 1992. Just as class begins, the quiet erupts into mayhem, as a squad of insurgents,
firing machine guns, bursts into the schoolyard and randomly kidnaps a dozen children, including Ezra. When
one boy begins to cry, he is shot without a second thought, further terrorizing the children. They immediately
set out on an exhausting, day and night, forced march, swallowed up by the dense, disorienting jungle, until
they reach the distant rebel camp. There they confront the intimidating warlord, Rufus, who, like any effective
totalitarian, immediately begins to strip them of their old identities to impose a new one on them. He orders
them to forget their past, forget religion, forget their families: from now on the Brotherhood is their only family,
they are reborn as warriors, to fight and die for the cause. He rallies them to destroy the corrupt governing elite
which had, in fact, colluded with Western diamond interests for thirty years to steal the nation's vast wealth
from its impoverished people.
Sudan
Book
Lost Boy, Lost Girl: Escaping Civil War in Sudan
By John Bul Dau and Martha Arual Akech
From Random House:
One of thousands of children who fled strife in southern Sudan, John Bul Dau survived hunger, exhaustion, and
violence. His wife, Martha, endured similar hardships. In this memorable book, the two convey the best of
20
African values while relating searing accounts of famine and war. There’s warmth as well, in their humorous
tales of adapting to American life. For its importance as a primary source, for its inclusion of the rarely told
female perspective of Sudan’s lost children, for its celebration of human resilience, this is the perfect story to
inform and inspire young readers. (Copyright © 1995-2011 Random House, Inc. All rights reserved.)
Movies
Lost Boys of Sudan(2003) NR
This award-winning documentary follows two Sudanese refugees throughout their intense journey from their
native Africa to the United States. As orphans living in the middle of a brutal civil war, Peter and Santino dealt
with dangers like lion attacks and gunfire from militia. But even more daunting are the challenges they face in
suburbia after they're chosen to start a new life in America.
War Dance (2007) PG-13
Set in civil war-ravaged Northern Uganda, this Best Documentary nominee for the 2008 Oscars follows the
lives of three youngsters who attend school in a refugee camp and find hope through a rich tradition of song and
dance. Coming from a world in which children are abducted from their families and forced to fight in the rebel
army, these kids give it their all when they travel to the capital city to take part in the prestigious Kampala
Music Festival.
God Grew Tired of Us (2007) PG
From amazon.com:
An award-winning, critically acclaimed film, narrated by Nicole Kidman, God Grew Tired of Us explores the
indomitable spirit of three "Lost Boys" from the Sudan who are forced to leave their homeland due to a
tumultuous civil war. The film chronicles their triumph over seemingly insurmountable adversities and a
relocation to America, where the Lost Boys build active and fulfilling new lives but remain deeply committed to
helping friends and family they have left behind.
Orphaned by a tumultuous civil war and traveling barefoot across the sub-Saharan desert, John Bul Dau, Daniel
Abol Pach and Panther Blor were among the 25,000 "Lost Boys" (ages 3 to 13) who fled villages, formed
surrogate families and sought refuge from famine, disease, wild animals and attacks from rebel soldiers. Named
by a journalist after Peter Pan’s posse of orphans who protected and provided for each other, the "Lost Boys"
traveled together for five years and against all odds crossed into the UN’s refugee camp in Kakuma, Kenya. A
journey’s end for some, it was only the beginning for John, Daniel and Panther, who along with 3800 other
young survivors, were selected to re-settle in the United States.
Darfur Now (2007) PG
From amazon.com:
Making a difference. Now. This acclaimed, inspiring documentary follows six people who are striving to end
the suffering in Sudan’s war-ravaged Darfur. The six – an American activist, an international prosecutor, a
Sudanese rebel, a sheikh, a leader of the World Food Program, and Don Cheadle, who traverses the globe with
fellow actor George Clooney to pressure world leaders – demonstrate the power of one individual to make
extraordinary changes. Be an eyewitness to the tragedy and the triumphs, the fear and the pride. Meet the
refugees, determined to return to their beloved homeland. And discover how you too can make a difference.
Brazil
21
Rio de Janeiro
Book
Asphalt Angels
by Ineke Hotwijk
From Publishers Weekly:
This novel by a Dutch journalist graphically depicts life on the streets for a 13-year-old boy in Rio de Janeiro
after his mother dies. Glue sniffing, stealing, prostitution and panhandling are all part of the daily routine for
Alex's gang, called the Asphalt Angels, which is headed by a 19-year-old thief and his 16-year-old "wife," and
whose youngest member is a 10-year-old addict. The author based the novel on a boy she met in a shelter for
street children in Rio. Alex is a sympathetic protagonist, living the roughest life a child could have. His most
fervent wish is for a mother and a bed. The greatest strengths of the book are its cast of living, breathing
characters and its unparalleled depiction of life on the streets, where stealing seems a perfectly logical response
to hunger. The drama of the last chapters brings the plot to a sobering conclusion, yet strikes a dimly hopeful
chord. This novel is not for the faint of heart; it is best suited for mature readers. Ages 12-up.
Copyright 1999 Reed Business Information, Inc.
Movies
Warrior of Light (2001) NR
Monika Treut's moving documentary follows the work of human rights activist Yvonne Bezerra de Mello,
who's dedicated herself to protecting homeless children in Rio de Janeiro. An award-winning artist, de Mello
has been trying to find safe homes and schools for these powerless youngsters since 1993. Once a member of
Brazil's elite, she now struggles to make the privileged aware of the tragic plight of her country's poorest
residents.
Favela Rising(2005) NR
Co-directors Jeff Zimbalist and Matt Mochary's acclaimed documentary charts the growth of Rio de Janeiro's
AfroReggae movement, a grassroots effort to combat the soul-crushing oppression of the city's most notorious
slum. Led by former street thug Anderson Sa, the nonviolent program celebrates Afro-Brazilian culture,
drawing on hip-hop music and dance to unite the impoverished neighborhood against the ubiquitous drug
pushers and corrupt cops.
Waste Land (2010) NR
From amazon.com:
Filmed over nearly three years, WASTE LAND follows renowned artist Vik Muniz as he journeys from his
home base in Brooklyn to his native Brazil and the world's largest garbage dump, Jardim Gramacho, located on
the outskirts of Rio de Janeiro. There he photographs an eclectic band of "catadores" -- or self-designated
pickers of recyclable materials. Muniz's initial objective was to "paint" the catadores with garbage. However,
his collaboration with these inspiring characters as they recreate photographic images of themselves out of
garbage reveals both the dignity and despair of the catadores as they begin to re-imagine their lives. Walker
(Devil s Playground, Blindsight, Countdown to Zero) has great access to the entire process and, in the end,
offers stirring evidence of the transformative power of art and the alchemy of the human spirit.
22
City of God (2004) R
DO NOT WATCH WITHOUT PARENT PERMISSION. THIS MOVIE IS RATED R DUE TO SEX
AND VIOLENCE.
From amazon.com:
Exploding on the screen with color, violence and a great story, this Brazilian film captures the essence of life in
the City of God, a slum of Rio de Janeiro. Based on a true story of a young man who somehow escaped the
preordained fate of his companions by becoming a photographer, the director, Fernando Meirelles, uses every
modern technique to achieve his razor-sharp scenes of drugs, murders and non-stop violence that spins out of
control and just keeps going…We watch several young boys grow into teenagers, tentatively experiencing the
world of girls and drugs and guns and murders and crime. There's upbeat samba music throughout, and brilliant
colors and blood. There's horrific violence, and also fine moments of humor and humanity.
Guatemala
Book
Tree Girl
by Ben Mikaelsen
From Booklist:
"Every living human I had ever known was gone." Based on a true story, this disturbing novel of civil war in
Guatemala tells of mass atrocity through the first-person narrative of Mayan teenager Gabriela Flores, who
witnesses the Latino soldiers' torture, rape, and massacre of Indians, including her own family, before escaping
to a refugee camp in Mexico. Without sentimentality or exploitation, the story brings readers up close as
Gabriela finds the strength to face survivor guilt and stay alive to bear witness. The facts are never simplistic.
Gabriela's world before the soldiers come is happy, but far from idyllic, and although she feels strongly about
her heritage, she's "not imprisoned by it." A historical note would have been helpful; there are no dates or
specific officials' names. But the U.S. government is clearly indicted for arming and training Latino soldiers to
fight the "Communist" guerrillas and drive the Indios from their land. The prose is clear, direct, and graphic,
and many readers will want to find out more and talk about it with adults. Hazel Rochman
Copyright © American Library Association. All rights reserved
Movies
El Norte (1983) R
From amazon.com:
From the very first moments of "El Norte," we know that we are in the hands of a great movie. It tells a simple
story in such a romantic and poetic way that we are touched, deeply and honestly, and we know we will
remember the film for a long time. The movie tells the story of two young Guatemalans, a brother and sister
named Rosa and Enrique, and of their long trek up through Mexico to el Norte - the United States. Their
journey begins in a small village and ends in Los Angeles, and their dream is the American Dream. (from Roger
Ebert)
***This film is Rated R
Spoils of War(2000) NR
In Argentina, from 1976 to 1983, a government-sponsored "dirty war" raged that saw the torture and murder of
thousands of citizens. The children of those victims were often relocated to right-wing foster homes.
23
Documentarian David Blaustein films the inspiring stories of the mothers and grandmothers who would not rest
until democracy was restored and the children were returned to their rightful families.
When the Mountains Tremble (1983) NR
From amazon.com
The film that shook audiences and critics alike upon its original theatrical release this revolutionary tour-deforce and Sundance Film Festival winner is now available for the first time on DVD. Digitally remastered to
commemorate its 20th Anniversary this special edition chronicles the astonishing story of one woman who
stood up for her people and helped wage a rebellion in the wake of seemingly unconquerable oppression. Shot
at the height of a heated battle betwwen the heavily-armed Guatemalan Military and a nearly defenseless Mayan
population filmmakers Pamela Yates and Newton Thomas Sigel threw themselves into the center of a storm to
capture live combat footage with a surprisingly robust passion and exhilarating flair. As the first film to depict
this previously unreported war it is firmly anchored by the firsthand accounds of Rigoberta Menchu Quich
Indian woman known around the world for her humanitarian efforts. Throughout the imminent chaos and
danger Menchu provides courage and optimism in a time where death squads kill without conscience and an
oppressive dictator seizes power.
Granito (2011) NR
From Skylight Pictures:
Granito: How to Nail a Dictator is a story of destinies joined by Guatemala’s past, and how a documentary film
intertwined with a nation’s turbulent history emerges as an active player in the present. In Granito our
characters sift for clues buried in archives of mind and place and historical memory, seeking to uncover a
narrative that could unlock the past and settle matters of life and death in the present. Each of the five main
characters whose destinies collide in Granito are connected by Guatemala’s past. In 1982, Guatemala was
engulfed in an armed conflict during which a genocidal “scorched earth” campaign by the military killed nearly
200,000 Maya people and disappeared another 20,000. Now, as if a watchful Maya god were weaving back
together threads of a story unraveled by the passage of time, forgotten by most, our characters become integral
to the overarching narrative of wrongs done and justice sought that they have pieced together, each adding their
granito, their tiny grain of sand, to the epic tale.
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APPENDIX B
Completion Check List
o Complete Class Form
o Maps
o Fleeting World Journal
o Fleeting World Notes
o Novel Reading
o Novel Passages
o Novel Movie Viewing
o Novel Paper
o Turnitin.com
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