1
NORTHWEST CATHOLIC HIGH SCHOOL
SUMMER READING ASSIGNMENTS
SUMMER 2014
Goals of the Summer Reading Program
Reading is important in all areas of the curriculum. Reading includes fiction and non-fiction, classics and newly
published works, popular magazines and school textbooks.
The goal of the program is to continue the educational process throughout the summer and expand the reading of the
students to many areas. In addition, summer reading books help prepare the students in advance for classes and for
the varied reading selections on standardized tests.
English Department
Assessment Questions
Grade 12 (AP Literature and Composition): Beowulf: A New Verse Translation, Seamus Heaney and
Grendel, John Gardner
Students in Advanced Placement English, Literature and Composition need to read both books this summer. They
are available in electronic versions. Please purchase them in that format. Beowulf is obviously the famous epic tale
from Anglo Saxon Literature while Grendel is a modern satire. Write an essay in which you first discuss Beowulf as
a representative piece of Anglo Saxon Literature (How does its theme and literary devices match with Anglo Saxon
life?) and then comment on what a satire is and how the epic Beowulf is an appropriate focus of satire. You will
need to do some research. I suggest A Handbook to Literature by C. Hugh Holman and William Harmon. It should
be available in most libraries. Begin with the topics Old English Period and Old English Versification. Please
include a list of Works Cited and document your essay as needed. If you have questions email jcusson@nwcath.org.
Grade 11 (AP Language and Composition): The Great Gatsby, F. Scott Fitzgerald
Grade 10: The Color of Water, James McBride
Directions: This assignment must be typed, double-spaced and in 12-point font. A hard-copy of this assignment is
due the first day of class. You must also be prepared to submit an electronic version of this assignment (email, CD,
or data stick) upon request of your teacher. Your answers should be clearly numbered (see sample below) and the
answer to each section should be at least two to three sentences in length.
1.
2.
3.
4.
5.
Choose five literary terms from the list below. Find a passage in the text which is an example of the literary
term you have chosen. Cite this quotation according to the Modern Language Association Handbook.
Explain the context in which the passage is found. Consider the situation, the speaker, the person being
addressed, or the thing being described.
Explicate the quotation. In other words, explain what is being said.
Explain why the passage you have chosen is an example of the literary term you have identified. In other
words, if you have chosen a metaphor, explain how this or for what this is a metaphor. If it is an allusion, to
what is the author alluding?
Explain the significance of the passage you have selected. In other words, what does this example of this
particular term contribute to the text as a whole?
Terms
Allusion
Character foil
Foreshadowing
Analogy
Characterization
Hyperbole
Anthropomorphism
External conflict
Inner conflict
Archetype
Flashback
Irony (dramatic)
2
Irony (situational)
Narrative
Setting
Irony (verbal)
Paradox
Simile
Metaphor
Personification
Motif
Satire
*If you require clarification for any of these terms, you may consult the glossary of literary terms in the Literary
Reference Center of the Library website. You will need to sign into Edline to access the site.
http://web.ebscohost.com/lrc/search?vid=2&hid=111&sid=7483a2c5-8f90-4a64-8c71917cdabd953e%40sessionmgr113
Sample Answer
From The Odyssey
1.
2.
3.
4.
5.
Term: Epic Simile
Quotation:
“its cracked roots blazed and hissed – as a blacksmith plunges a glowing ax or adze in an ice cold bath and
the metal screeches steam and its temper hardens – so the eye of Cyclops sizzled round that stake” (Homer
122).
This passage is taken from the Cyclops episode. Odysseus and his men have been trapped by the one-eyed
monster and, as part of their escape plan, use a hot stake to blind him.
Homer is describing the sound made by Odysseus’s men plunging the stake into the Cyclops’s eye. He uses
the image of a blacksmith cooling one of his scorching hot tools into a tub of water. The sound of the stake
going into the eye is the same as that of hot metal meeting cold water.
This is an example of epic simile because Homer provides extensive details about the thing to which he is
comparing the sound. He begins by identifying the thing to be described, and continues by providing a
detailed description of the thing to which the sound is being compared. He includes both images and sound
to convey his meaning.
This simile emphasizes the violence of the scene. By offering this intense image, it intensifies the reader’s
understanding of the danger Odysseus and his men are facing.
Religion Department
Assessment Questions
Grade 9: The Hiding Place, Corrie Ten Boom
All freshmen will read The Hiding Place over the summer. The book will be discussed in class and there will be a
test based on the book during the first full week at school. The completed discussion guide, the in class discussion
and the test will make up the grade for the summer reading. We are providing the following Hiding Place
discussion guide to help focus the students reading. This guide is not meant to be all inclusive, but should help
prepare students for success and must be completed.
The students should keep this study guide in mind as they read the book. Students will prepare answers to the
questions and cite places in The Hiding Place that are relevant to the questions. The students will bring this
discussion guide and their prepared answers with them on the first full day of school when all the students are in
session.
The Hiding Place Discussion Guide
1) What are your favorite quotes from the book? Why are they important?
2) Who was your favorite character in the book and why?
3) Who were the following people in the book and what role did they play in the story?
A)
B)
C)
D)
E)
Corrie ten Boom
Betsie ten Boom
Casper ten Boom
Willem ten Boom
Nollie ten Boom van Woerden
F)
G)
H)
I)
J)
Pickwick
Meyer Mossel
Otto Altschuler
Lieutenant Rahms
Mien
3
K) Jan Vogel
L) Mrs. Bierens de Haan
M) “Mr. and Mrs. Smit”
Themes: Explain where you see these themes in the book and be prepared to discuss them in class.
4) God’s love is always present, in every place and circumstance
5) Love our neighbor (all people)
6) Prejudice
7) Honesty
8) The responsibility of a Christian to stand up against Evil
9) Importance of family
10) Importance of the Bible
11) Importance of prayer
Answer the following questions and be prepared to discuss them in class:
12) How did Corrie’s religious faith gave her strength not just when she was in prison, but also at other tragic or
stressful times in her life?
13) Father was such an important moral example in the lives of his children. How?
14) Why do the ten Booms choose to hide Jews who are fleeing the Nazis? What are the consequences, both good
and bad? Can this be said to be part of God’s plan?
15) How does Corrie gain strength from her time in solitary?
16) Is it ever right to do wrong? How does this book address that struggle?
17) How do the women work to keep hope alive while in the concentration camp?
18) Corrie’s father tells her that he pities the Nazis: “They have touched the apple of God’s eye.” What does he
mean by that statement? Consider the strength of character it takes to feel pity for a people and a system that
means to do harm to fellow beings.
19) Stories like Corrie’s always beg comparison to ourselves and our own lives. We wonder how each of us would
behave under similar horrific circumstances. How would you? What inner strengths and courage and
compassion would you draw on? Would you have risked your life and the lives of your family to help the Jews
or any others subjected to brutal persecution? We know what we are called upon to do, but would many of us
find the courage needed to do what is right?
20) What do you find most surprising or inspiring in this account of the Nazi era? Did this book change you in any
way? Did you come away having learned something…about history…about faith…or about yourself?
Grades 11 & 12: The Screwtape Letters, C. S. Lewis, The Story of a Soul, St. Therese of Lisieux, The Jesuit
Guide to (Almost) Everything, James Martin, SJ, Man’s Search for Meaning, Viktor E. Frankl, The Seven
Story Mountain, Thomas Merton, He Leadeth Me, Fr. Walter Ciszek, SJ, Mere Christianity, C. S. Lewis
(Note: during the school year the students had an opportunity to select a book, if they didn’t select a book
they were assigned one by Deacon Santos. If they don’t remember the book they have or don’t have a book
assigned they should contact Deacon Santos at rsantos@nwcath.org)
All students who will be either a junior or senior next year are required to read a book over the summer for their
religion class and take a test on the book during the first full week of classes during the 2014-2015 school year.
Along with the test on the book, you will be responsible to either fully participate in an online discussion about the
book during the summer, or write a four page paper based on the book that will be due on the first full day of school.
You will be able to select one of seven books:
Man’s Search for Meaning by Victor Frankel
The Screwtape Letters by C. S. Lewis Please note: The only option for this book is the paper. There is no
summer discussion option for this book
He Leadeth Me by Fr. Walter J. Ciszek
The Seven Storey Mountain by Thomas Merton
4
The Story of a Soul by St. Therese of Lisieux
The Jesuit Guide to (Almost) Everything, A Spirituality for Real Life by Fr. James Martin, SJ
Mere Christianity by C. S. Lewis
There will be a cap on the number of students who can read a given book. Books will be awarded on a first come
first serve basis. To select your book please email Deacon Santos at rsantos@nwcath.org Please put “Summer
Reading Selection” in the subject line of your email. In the body of the email please rate ALL the books on a scale
of 1 to 7 with 1 being your first choice book. Please indicate if you will be participating in the on line discussion
(this will take place between 7/14/2014 and 8/10/2014) or if you will be writing the paper. Please include your full
name as it appears on your school identification. The email time stamp will determine order of submission. You
must select a book by June 2, 2014 or a book will be assigned to you.
The Online Discussion Option
Each book will be divided into four sections. The online discussion for each book will start July 14, 2014 and end
on August 10, 2014. Each section will have one week allotted for the students to reply to the teacher’s question and
respond to two student posts. If a student does not reply and respond during any of the four weeks, or the reply and
response is considered incomplete, the student will be responsible to write the four page paper. If a student posts in
any inappropriate way, as deemed by the teacher, the student will be responsible for the four page paper and a
penalty will be assessed to the grade of the paper.
Online Discussion Rubric
Demonstration of quality discussion content
Excellent
Postings must exhibit that you have thoughtfully completed each of the discussion questions and responses to other
students. Posting must be original observations and courteous. Your responses included:
 Affirming statements and citing relevant and specific sections of the book and application to personal
experience

Making an opposing statement supported by personal experience or related research and specific references
to the sections of the book

Asking new and relevant thought-provoking questions to their peers

Required postings, including the response to the teacher’s question and two responses to postings from
other students, are completed for each module’s activity within the required time frame.

All postings are insightful, courteous and add to the discussion.

You go beyond the required number of postings.

Evidence of critical analysis of a posted idea with clear connections to “real life” application
Minimum
Postings made it clear that you displayed some understanding of the question under discussion. Your responses
included:
 Affirming statement and citing relevant sections of the book

Asking a new somewhat related question

Making an opposing statement somewhat supported by personal experience or related research

Required postings, including responses to postings from other students, are completed for each module’s
activity within the required time frame
5

Some evidence of critical analysis of a posted idea with some connections drawn to “real life” application
Incomplete
The student performing at this level any of the four weeks will earn and incomplete. Please note that an
incomplete will result in the student writing the four page paper assigned by the teacher moderating the
book. All individual student postings made it clear that you displayed little understanding of the comment under
discussion. Your responses included:
 The student made no affirming or opposing statements, or did not include references to relevant sections of
the book or did not support the statements by any personal experience or related research

The student asked no related questions

Discussion postings are below the minimum number required.

Contributions are vague or limited to such statements as “I agree” or “I think so too” or “I disagree”

Any posting which is deemed rude or offensive by the teacher

Postings are submitted late There is little or no evidence of interaction on the discussion board throughout
the module

Little evidence of critical analysis of a posted idea with no clear connections drawn to “real life” experience
Student has not made the minimum required posts
World Languages Department
Latin Assessment Questions
Julius Caesar, William Shakespeare
Answer the following questions concerning the play:
Act I
1.
What year is it when the play begins?
2.
Why has a holiday been declared? Be specific:
3.
What is the feast of the Lupercal?
4.
What advice does the soothsayer give to Caesar?
5.
What do Cassius and Brutus fear about Caesar?
6.
Who was Brutus' great ancestor?
7.
What was Caesar offered by Mark Antony? How many times?
8.
What office did Brutus hold in Rome?
9.
What does Cassius order Cinna to do?
Act II
1.
What convinces Brutus to act with the other conspirators?
2.
How are Brutus and Cassius related?
3.
Why is Brutus against Cicero joining the conspiracy?
4.
Whom does Cassius also want to kill along with Caesar? How does Brutus feel about
this? Why?
5.
Who is Portia? Who is Portia's father? What concerns does she have about her
husband?
6.
Why doesn't Calpurnia want Caesar to leave their house? Explain!
7.
Explain the quote:
"Cowards die many times before their death; The valiant never taste of death but once."
8.
What are the augurers? What do they have to say? What sign were they given?
Act III
6
1.
2.
3.
4.
5.
6.
7.
8.
Why does Caesar decide to go to the Senate House?
How does Artemidorus try to warn Caesar? What happens?
What petition does Metellus Cimber present to Caesar at the Senate House? How does
Caesar react to this petition?
Who stabs Caesar first? Who stabs him last and what does Caesar say to him?
Next to whose statue does Caesar fall?
What request does Mark Antony ask of the conspirators?
What explanation does Brutus give the common people for the murder of Caesar?
Explain the psychology used by Mark Antony during the funeral oration to turn the crowd against the
conspirators.
What does Caesar leave to the common people in his will?
What happens to Caesar's body?
What happens to Cinna the poet?
9.
10:
11.
Act IV
1.
What are proscriptions? What three men make up the Second Triumvirate that is to carry them out?
2.
Scene 3
What accusations does Brutus make against Cassius? Be specific:
3.
Whose death does Brutus mention to Cassius?
4.
Where will Brutus and Cassius meet Octavius and Mark Antony on the battlefield; What year is it now?
5.
Explain the quote:
"There is a tide in the affairs of men
Which, taken at the flood, leads on to fortune;
Omitted, all the voyage of their life
Is bound in shallows and in miseries."
6.
Whose ghost visits Brutus in his tent? What does the ghost tell Brutus?
Act V
1.
Why does Cassius kill himself? Explain: Who aids him in this act?
2.
How does Brutus die? With whose help?
3.
Explain the following quote:
"This was the noblest Roman of them all.
All the conspirators, save only he,
Did that they did in envy of great Caesar;
He only, in a general honest thought
And common good to all, made one of them.
His life was gentle, and the elements
So mixed in his that Nature might stand up
And say to the world "This was a man!"
4.
Who, do you think, is the protagonist of this play? Explain why you feel this way?
World Languages Department
Spanish Assessment Questions
The Dialogue of the Dogs, Miguel de Cervantes (English translation)
1. Read the book from beginning to end.
2. Devise twenty questions with their answers concerning important aspects of the book.
3. Indicate the page number where you found your answer.
World Languages Department
French Assessment Questions
Le Petit Prince, Antoine de Saint-Exupéry
Answer the following questions as you read the story.
Chapters 1-7
7
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
What is the only thing that the pilot can draw?
Why did the pilot stop drawing when he was 6 years old?
Why doesn’t he like grown-ups?
What profession did he choose?
What happened in the Sahara?
How did the pilot meet the Little Prince?
What does the Little Prince ask the pilot ?
Did the Little Prince like the pilot’s drawings ?
What was the final drawing that made the Little Prince happy ?
What planet does the Little Prince come from ?
Who discovered his planet ?
What does the author say about the Turkish astronomer?
What does the Little Prince like to look at ?
Chapters 7-10
14. The Little Prince asks something about flowers to the pilot but the pilot answers that he is taking care of
serious things. Explain the situation.
15. In Chapter 8, we learn something important about this flower. Why is this flower important?
16. When the Little Prince saw the flower for the first time he said : « You are so beautiful ! » How did the
flower respond?
17. What does the flower ask the Little Prince to do to protect her from the wind ?
18. What influence does the flower have on the Little Prince ?
19. How did the Little Prince prepare to leave his planet ? What did he do ?
20. What does the flower tell him ?
Chapters 10-14
21. First planet : the king’s planet. Describe the planet
22. What did the Little Prince ask the king to do?
 What name did the king give the Little Prince?
 What does he say of the rat ?
23. Second planet : the Vain Man. What does the Little Prince say when leaving the planet ?
24. Third planet : the Drunkard. Why does he drink ? Is he ashamed of drinking?
25. Fourth planet : the Businessman. What does he count?
Chapters 14-19
26. Fifth planet. Describe the planet. Who lives there ?
27. What does the Little Prince think of this man?
28. What did the lamplighter do ?
29. Sixth planet.Who lives there?
30. Describe the person’s job.
31. Seventh planet ; the Earth. Who lives there ?
32. What does the narrator say is most important to him in the story’s final chapter ?
Essay question : choose one of the topics below. Explain using at least 100 words.
1.
2.
3.
4.
5.
“Goodbye” said the fox. “Here is my secret. It’s quite simple: One sees clearly only with the heart.
Anything essential is invisible to the eyes”
“It’s the time that you spent on your rose that makes your rose so important”.
“People have forgotten this truth,” the fox said, “But you mustn’t forget it. You become responsible for
what you’ve tamed. You’re responsible for your rose.”
What differentiates adults from children in The Little Prince? Is the distinction simply one of age, or is it
based on something else?
Choose a planet and explain its meaning and importance
8
History Department
Assessment Questions
Grade 9: Honors World History & World History: Masada:The Last Fortress by Gloria D. Miklowitz
While reading the assigned book, the student should highlight, underline, or make notes.
The student must select six different passages from the book. An appropriate passage would be a 2-3 sentence
excerpt of particular historical significance. The student must explain the passage’s historical (i.e. social, political,
economic) significance in one paragraph (3-5 sentences). The reader’s response should relate to the books plot and
should make reference to the prevailing historical theme.
A test on the book will be given in early September.
Format:
1. Write down the passage and its page number.
2. Complete a Reader’s Response for History (Write a 3-5 sentence response).
Example of a Reader’s Response for History:
Black Like Me
John Howard Griffin
Quote: "I felt the Negro children's lips soft against mine, so like the feel of my own children's
good-night kisses. I saw again their large eyes, guiless, not yet aware that doors into wonderlands
of security, opportunity and hope were closed to them." (Griffin 114)
Response: Griffin, who disguised himself as a Black man in order to accurately portray the
realities of segregation and racism in America’s Deep South, reflects upon the inequality of
opportunity among Black children. For a white man who became black in the Deep South, certain
adjustments to like were made. One of the most striking adjustments was facing the reality of
limited access to education, health care, and general economic and political autonomy. In the years
immediately after the landmark Brown v. Board of Education case, the failure of communities in
the Deep South to end the practice of “separate buy equal” exemplified a stark indictment of the
poor treatment of African-American children.
AP US History: A People and a Nation: A History of the US, Mary Beth Norton
Summer Textbook Assignment 2011-2012
In order to facilitate our coverage of US History in preparation for the Advance Placement Examination in early
May, students are required to read the first four chapters of the text, A People and a Nation (understanding that
students may have different versions of the textbook, the terms may appear in on different pages), and complete
historical identifications from each chapter.
Summer Reading Assignment-Thirteen Days, A memoir of the Cuban Missile Crisis, Robert Kennedy and
Robert Schlesinger
These questions MUST be completed and submitted to the teacher on the first full day of class.
I.
1.
2.
Identify each person and discuss their role in the crisis.
John F. Kennedy
Bobby Kennedy
3.
4.
Kenny O’Donnell
Andrei Gromyko
9
5.
6.
7.
II.
Curtis LeMay
Adlai Stevenson
Nikita Krushchev
8.
9.
Fidel Castro
Robert McNamara
Identify the person who said the following.
1.
__________________________”I am prepared to wait for my answer until hell freezes over, if that’s your
decision. I am also prepared to present the evidence in this room.”
2.
____________________________” It shall be the policy of this nation to regard any nuclear missile
launched against any nation in the Western Hemisphere as an attack by the Soviet Union against the United
States requiring a full retaliatory response upon the Soviet Union.”
3.
___________________________ “I said President Kennedy wished to have peaceful relations between our
two countries. Time was running out. We had only a few more hours-we needed an answer immediately
from the Soviet Union. I said we must have it the next day.”
4.
______________________________ “If assurances were given that the President of the United States
would not participate in an attack on Cuba and the blockade lifted, then the question of the removal or the
destruction of the missile sites in Cuba would then be an entirely different question.”
5.
___________________________ “We were eyeball to eyeball and the other guy blinked.”
6.
____________________________”We have heard stories that some of your military men wish for war.”
III.
1.
2.
3.
Short Answer.
What were the differences in tone and specifics between the first letter sent to President Kennedy from
Chairman Krushchev and the second. What, in your opinion, accounted for these differences?
What were the specific components of the final deal which resolved the crisis?
Why, specifically, did the Cuban Missile Crisis represent such a huge threat to the peace and security of the
world at large?
Template for AP US History IDs
All IDs must follow this format. This includes both the summer assignment and all homework assignments over the
course of the year.
Term: Name of the term
Definition: Briefly define what the term is
Time: Identify the date or dates relating to it
People: What people does it relate to?
Significance: Why is this term important to United States History? What major themes in the unit does it relate to?
Summer IDs for 2014-2015
In order to facilitate our coverage of US History in preparation for the Advance Placement Examination in early
May, students are required to read the first four chapters of the text, A People and a Nation (understanding that
students may have different versions of the textbook, the terms may appear in on different pages), and complete
historical identifications from each chapter. In addition, students are required to read the summer reading
selection, Thirteen Days AND complete the associated assignment. If you have any questions you may contact Mr.
Ohlheiser at johlheiser@nwcath.org
Chapter One:
Teotihuacan
Sexual division of labor in N. American cultures
Factors contributing to European exploration
10
Encomienda system
A Briefe and True Report of the New Found Land of
Virginia
Sir Walter Raleigh
Columbian exchange
Feudalism (Need to define it without using textbook,
focus on it as a motive)
Capitalism (Need to define it without using textbook,
focus on it as a motive)
Chapter Two:
Iroquois-Huron War
Sugar in the Caribbean
English population boom
Puritans
Separatists
Virginia Company
Joint stock company
Jamestown
John Smith
Powhatan Confederacy
Headright System
Tobacco cultivation
Maryland and Calvert
Indentured servitude
“seasoning process”
Congregationalists
Mayflower Compact
Massachusetts Bay Company
John Winthrop
Doctrine of the Covenant
Roger Williams
Anne Hutchinson
French Colonies
Dutch Colonies
English Colonies
Chesapeake Colonies
African Chattel
Chapter Three:
Restoration Colonies
Quakers
William Penn
King Philip’s War
Bacon’s Rebellion
Middle Passage
Mercantilism
Navigation Acts
Vice-admiralty courts
Colonial political structures
Dominion of New England
Salem Witch trials
Pueblo Revolt
“Atlantic World”
Anglicization
African Chattel
Chapter Four:
Scotch Irish immigration
James Oglethorpe
Enlightenment
John Locke
John Peter Zenger
Stono Rebellion
New York Conspiracy
Great Awakening
Jonathan Edwards
George Whitefield
“New Lights” and “Old Lights”
Mestizos
Land riots
Assessment Questions
Grade 12: AP Government and Politics Summer Reading Assignment, The Federal Reserve and the
Financial Crisis, Ben Bernanke
You can either purchase the book “The Federal Reserve and the Financial Crisis” or simply link to the lectures at
this address http://www.federalreserve.gov/newsevents/lectures/about.htm. This is a series of four lectures on the
history and role of the Federal Reserve in the formation of policy and we will read/watch a lecture every two weeks
beginning on July 1st. You will be responsible for each lecture and posting comments and responses on the
discussion board during the two week period. The reading assignment for this course will consist of two parts; 1)
Participation in an online discussion board during the months of July and August, and 2) An in-class written exam
given during the first two weeks of school. Each part will account for half of the summer reading grade.
As noted above, beginning in July, you will be assigned a lecture in the book which must be read or viewed and
participate in an online discussion. A rubric clearly outlining expectations and grading criteria for this part of the
assignment will be posted in your discussion section and is included with this handout. In order to make this process
manageable, four discussion groups have been created and students randomly assigned to each. They are as follows:
11
Discussion Group I (8C8BT-TMN3R)
Niles Ball
Kyle Brooks
Anna Case
Patrick Conway
Kathryn Doyle
Serena Frasco
James Gibbons
Shannon Greene
William Horigan
Katherine Katrichis
Zoe Lavoie
Matthew Marshall
Evan Michalek
Sean Oleaz
Madison Rowe
Joshua Stumpf
Adam Vancisin
Liam Walsh
Discussion Group II (34PM7-WNT5S)
Nicholas Bocuzzi
Christopher Caddle
John Cintron
Meredith Davenport
Brendan Fahey
Angelina Gadziala
John Glascock
Anna Hardy
Zachary Houldcroft
William Klein
Taryn Loftus
Matthew Masciocchi
Diana MIgnott
Michael Pascoal
Ryan Sands
Marco Torelli
Hope Vaughn
Kathleen Waterston
Discussion Group III (CDGFR-HCWSK)
Madison Borowiec
Charlotte Carew
Ramone Clahar
Wenjia Dong
Charles Faselle
Abby Gardner
Colleen Goroshko
Grace Hayes
James Jordano
Sarah Kosha
Preston Lorenz
Brandon Mejias -Wasyl
Zachary Niziolek
Robert Place
Barrett Shea
Fiona Travers
Lillian Vincens
Logan Wolf
Discussion Group IV (SRMB8-69N5M)
Olivia Brazer
Arianna Caruso
Mackenzie Collyer
Andrew Doran
Amaia Fernandez
Gabriella Giannone
Clarissa Green
Gabriela Hoefer
Jessica Jordano
Trenton Kowalec
Charles Lovallo
Adam Mendoza
Elizabeth O’Hara
Nicholas Ravosa
William Stanwick
Michael Valentine
Carly Walsh
Everyone should be enrolled in their discussion group by the end of June. The procedure is as follows:
1.
2.
3.
4.
5.
6.
Go to www.schoology.com
Hit the “Get Started” button on the main screen.
Choose the “student” option. You will be prompted for your access code.
Enter your section access code. This is the sequence of numbers and letters next to each section title above.
Follow instructions regarding entering your name and profile options. Profile options are not required but
each student must submit his or her full name so that I can keep track of participation.
I must approve all new registrants and will do so as quickly as possible so you should be enrolled within 24
hours of signing up.
12
There will be four discussion segments taking place over the summer with each lasting for two weeks. Each
segment will correspond to a lecture and the schedule is as follows below.
The Origins and Mission of the Federal Reserve (July 1-15th)
The Federal Reserve after World War II (July 16th-31st)
The Federal Reserve’s Response to the Financial Crisis (August 1-15th)
The Aftermath of the Crisis (August 16th-31st)
For those of you with an iPad, iPhone, or other “smart” device there is a free Schoology Application
available which allows the user to participate in the discussion on his or her device.
Anyone with questions should contact Mr. Fitzpatrick at pfitzpatrick@nwcath.org
Science Department
Assessment Questions:
Grades 11 and 12: Physics, The Physics of Superheroes: The Spectacular Second Edition, James Kakalios
Overview:
For the past decade, Professor James Kaklios has taught a freshman seminar course at the University of Minnesota
entitled, “Everything I Know About Physics I Learned by Reading Comic Books.” The course and its success led to
his writing the popular science book, “The Physics of Superheroes” which aims to introduce the core concepts of a
typical introductory physics course through the use of comic book characters and the many times they seem to
“break” the laws of physics. By granting each superhero a “miracle exemption”- a single allowance for deviating
from how we know the world works, such as Green Lantern’s power ring of the Incredible Hulk’s gamma ray
induced rage transformation- Kakalios explores the physics concepts utilized in their various adventures. In reading
“The Physics of Supers: the Spectacular Second Edition,” students will gain an introductory understanding of the
basics laws of mechanics, energy, heat, light, and modern physics.
Objective:
Students will complete a brief essay for any 10 of the following comic book heroes and characters:
1. Ant-Man
2. The Atom
3. Dr. Doom
4. Electro
5. Flash (Barry Allen)
6. Flash (Wally West)
7. Gwen Stacy
8. Iceman
9. Invisible Woman
10. Iron Man
11. Kitty Pryde
12. Magneto
13. Professor X
14. Spiderman
15. Superman
In each essay students must:
1. Briefly describe a scenario discussed in the text involving the character. Please note that the several
characters, such a Superman, are used to explore more than one physics concept. It is your choice as to
which scenario to summarize.
2. Identify the “miracle” exemption that must be granted in order for the situation examined to be physically
plausible.
3. Explain the physics concept(s) explored using the scenario.
4. List any equations used in describing the scenario, explain what the equation is used for and defining all the
variables involved.
5. State whether or not the given scenario was physically possible given the miracle exemption and concepts
involved.
Requirements:
1. Each essay must be at least 300 words long, typed, Times New Roman or Calibri, size 12 font, and double
spaced
13
2.
The complete assignment is due the first Friday of the school year at the beginning of class.
Grading:
The entire assignment is worth 100 point, or 10 points per essay. Each essay will be checked for:
1. Quality of content and relevance to text ( 8 pts)
2. Writing mechanics and clarity (grammar, vocabulary, verb tense, etc.) ( 2pts)
Bonus points may be earned in one of two ways:
1. Submission of the entire assignment via email ( sking@nwcath.org for Ms. King’s courses or
sfletcher@nwcath.org for Mr. Fletcher’s courses) by Friday August 22 (+10 pts)
2. Completion of two extra essays (+5 pts each)
Note: Plagiarism- defined as wrongful appropriation or close imitation of another author’s work (including fellow
students) and the representation of that work as your own original thoughts are strictly forbidden. Plagiarizing any
part of the text of other unreferenced sources will result in an immediate 0 out of 10 on the essay in question and a
report submitted to the Dean of Academics.
Assessment Questions:
Grades 11 and 12: AP Biology: Campbell Biology in Focus, Urry, Cain, Wasserman, Monorsky, Jackson,
Reece, 1st
The summer assignment is designed to review the essential chemistry concepts. All assignments are due on the first
full day of class and will be assessed within the first 2 weeks of school.
Part I: Introduction to AP Biology
Reading assignment: Read Chapter 1, pages 1-16
Assignment 1: Outline Chapter 1 using the Cornell Method. (25 points)
Objectives:
 Identify the biological organization of life
 Explain evolutions role as a key biological theme
 Describe science as a process and explain how science is used to help discover, understand, and explain
biological concepts through inquiry.
Time Part I: 1 hour
Part II: Organic Chemistry Preparation
Reading assignment: Read chapters 2-3, pages 19-63
Objectives:
 Determine how properties and functions of matter are dependent on the atomic structure of that matter
 Describe how chemical reactions make and break chemical bonds that determine the form and function of
molecules
 Explain how hydrogen bonding makes water unique
 Explain why carbon is unique
 Describe how polymers are built as well as the structure and function of each of the four macromolecules
Assignment 2: Outline Chapters 2-3 using the Cornell Method. (50 points)
Assignment 3: Flashcards of essential elements (25 points)
 Front of card: name of element and periodic block information
 Back of card: Draw the Bohr diagram for each of the following elements. Include the correct number of
protons, neutrons, and electrons in the correct location
a. Hydrogen
b. Carbon
c. Nitrogen
d. Oxygen
e. Sodium
f. Phosphorous
14
g. Sulfur
h. Chlorine
i. Potassium
Example:
Front:
Back:
Assignment 4: Fundamental Functional Groups Flashcards (50 points) (refer to page 43 for examples)
 Front of card: Name of functional group
 Back of card: Write the chemical formula and draw the structural diagram for each of the following
functional groups or monomers.
a. Hydroxyl
b. Ethanol
c. Amino group
d. Carboxyl
e. Carbonyl
f. Aldehyde
g. Ketone
h. Phosphate
i. Methyl
j. Thiol / Sulfhydryl
k. Glucose (alpha ring)
l. Fructose
m. Saturated fatty acid
n. Unsaturated fatty acid
o. Amino acid
p. Nucleotide
Assignment 5: Complete the Chapter 2 and 3 Study Guides (50 points)
 Answer all focus questions
 Answer the structure your knowledge questions
 Answer the Test your knowledge questions
Time Part II: 6 hours
Assessment Questions
Grade 12: College Essay Writing Assignment
Most applications, including the Common Application, which virtually everyone uses, allow for an essay on any
topic. It is, generally, a good idea to answer that question; it gives you the most leeway to play to your own strengths
and is the first step in distinguishing your essay from the essays of your competitors. The following instructions and
examples will guide you in selecting a topic and crafting an essay.
Directions: This essay demonstrated your ability to write clearly and concisely on a selected topic and helps you
distinguish yourself in your own voice. What do you want the readers of your application to know about you apart
from courses, grades, and test scores? Write an essay of approximately 400 – 650 (max) words in answer to one of
the questions below.
1. Some students have a background or story that is central to their identity that they believe their
application would be incomplete without it. If this sounds like you, then please share your story.
2. Recount an incident or time when you experienced failure. Howe did it affect you, and what lessons did
you learn?
15
3. Reflect on a time when you challenged a belief or idea. What prompted you to act? Would you make
the same decision again?
4. Describe a place or environment where you are perfectly content. What do you experience there, and
why is it meaningful to you?
5. Discuss an accomplishment or event, formal or informal, that marked your transition from childhood to
adulthood within you culture, community, or family.
As you write your essay, keep this in mind that you need to think about presenting yourself in such a way that you
sound desirable, without too much baggage, but not too perfect.
You must submit the essay on the second day of school, September 5, to your English teacher. Your teachers will
read and comment on the essay. You will then have an opportunity to revise and submit the final essay for a grade.
Please refer to your College Application and Essay Information that you have been given.