Summer Reading – 2012
All-school summer read: This year marks our second annual all-school summer read. We look forward
to this opportunity to celebrate the written word and reflect on our common values. We are thrilled by
the English Department’s selection of The Curious Incident of the Dog in the Nighttime by Mark
Haddon. (Freshmen and sophomores are certainly invited to use electronic copies of the book.)
In addition, students are required to complete summer reading to prepare for the following courses:
English I (Freshmen)
English II and II Honors (Sophomores)
English III and III Honors (Juniors)
English IV Values and Visions (Seniors)
English Literature AP (Juniors)
English Language and Composition AP (Seniors)
English Literature AP (Seniors)
U.S. History Honors (Sophomores)
Economics AP (Juniors/Seniors)
European History AP (Juniors/Seniors)
Government AP (Juniors/Seniors)
U.S. History AP (Juniors/Seniors)
Latin AP Virgil (Juniors/Seniors)
Spanish Literature AP (Juniors/Seniors)
French AP (Juniors/Seniors)
Chinese AP (Juniors/Seniors)
Reading assignments are posted below according to academic department.
English Department
All students will be assessed on their summer reading within the first cycle of the school year. With the
exception of seniors (for whom the worth is 20%), the assessment will be calculated as 10% of the first quarter
grade. We encourage detailed reading and some annotation or note-taking. In addition, freshmen, junior, and
AP Language and Composition students have written assignments to aid in the reading process; these will be
collected on the first day of class. Please read all assignments before you begin reading the texts.
English I
Bless Me, Ultima by Rudolfo Anaya (Using an electronic copy is certainly allowed.)
Greetings Class of 2016:
As you prepare to enter Boston College High School as freshmen, we have selected a summer reading
book that we hope will inspire you with a love of language and spirituality. Bless Me, Ultima by
Rudolfo Anaya is set in New Mexico at the end World War II. Antonio Marez, the novel’s
protagonist, struggles with a variety of realistic issues regarding growing up, magic, faith, and family.
There are many shocking and disturbing elements in this novel; however, in hoping you will learn
from the text, we have chosen this story to help you realize your potential as “a man for others” and to
realize that we do all things A.M.D.G. (for the greater glory of God). To help you grapple with
Antonio’s challenges, we have provided some guiding questions below. Please answer five of the
questions below in a paragraph response. Use at least one quote from the novel for each question, and
indicate the page where you found the quote in parentheses. For example, “Each morning I seemed to
awaken with new experiences and dreams strangely mixed into me” (30). Be sure to fully explain each
of your answers. We will collect the questions and discuss the novel in September; so for it to be
freshest in your mind, we encourage you to read or re-read Bless Me, Ultima in August.
Happy reading,
The English Department
These questions are taken from the Reading Group Guide that may be at the back of your text.
1. How many rite of passage novels can you name? How does Bless Me, Ultima fall into this
category?
2. How does myth play a role in the novel? Anaya wrote the myth of the Golden Carp, which the
young, innocent children in the novel believe as truth. How does he use elements of world
mythology?
3. There are many symbols in the novel: the juniper tree, the bridge, the river, the sun and moon,
the owl. Do you have to understand the use of such symbols in world mythology to understand
the novel?
4. Anaya uses numbers in a symbolic way. The number three appears in many ways. How does
the use of numbers affect the story?
5. What does Antonio’s mother mean when she says her son will use his innocence? Is this novel
about loss of innocence?
6. What role do the characters that surround Antonio play in his development? Do the sun and
moon, the llano and river, dreams, the Golden Carp, and LaLlorona play a role?
7. Is the novel a romance, a fantasy, or a realistic portrayal?
8. What is the role of dreams in the novel? Why does Antonio seem to slip out of dreams and into
reality? Is childhood full of dreams?
9. Does the time of the novel, the end of World War II, affect the story? Explain your answer.
10. Will Antonio become a priest? Or will he become a writer?
11. Anaya test Antonio in many ways. What is the most crucial test Antonio must pass?
12. Antonio is the son of the Mares (sea) and the Luna (moon) families. How does Anaya use this
mixture to form Antonio’s character? What are the tensions involved?
13. Do you think most 7- to 9-year-old children have the questions, insights and conflicts you find
in Antonio?
14. Are Antonio’s experiences in dealing with death harmful to him or do they make him a stronger
character?
15. Are the strongest characters male or female?
16. The landscape is very important in the novel. Did it seem real to you? Can you describe your
own landscape?
17. What sensory emotions are raised in the novel? For example, how do food and eating help
create the ambience of the story?
18. What is the purpose of Antonio’s brothers in the novel?
19. What is magic? Does it interest you? Do you see elements of magic in your own life?
20. Antonio is free to roam and explore the river. Does this freedom benefit or hinder his ability to
cope with life?
21. In shamanism certain animals guide or give power to the person. How is this possible?
22. The river has a “presence,” that is, it is animated by spirits. Is nature alive? How have you
experienced this?
English II
Cold Mountain by Charles Frazier (Using an electronic copy is certainly allowed.)
The test for this reading will be given ON THE SECOND OR THIRD CLASS DAY of the school year and will
count as 10% of the quarter grade.
English II Honors
In addition to the regular English II reading, students participating in the Honors component will read:
Catch-22 by Joseph Heller, ONLY chapters 1-20. (Using an electronic copy is certainly allowed.)
Students will be posting online responses to questions about these chapters when we return. We will
read the rest of the book during the first months of school. As part of the English II Honors
curriculum, students MUST RESPOND to at least two of the first three question weeks. A full
syllabus for Honors will be provided at a meeting in Bulger during the first week of school.
English III
ALL English III students will read one book based on their chosen concentration.
If your concentration is “Back Roads to Far Places,” you will read:
Life of Pi by Yann Martel
If your concentration is “Literature of Social Change,” you will read:
Regeneration by Pat Barker
If your concentration is “Celtic Realms,” you will read:
Paddy Clarke Ha Ha Ha by Roddy Doyle
If your concentration is “Gothic Literature,” you will read:
Rebecca by Daphne du Maurier
English III Honors
In addition to the regular English III reading, students participating in the Honors component will read:
The Screwtape Letters by C.S. Lewis
Students will be posting online responses to questions about this book when we return to school. As
part of the English III Honors curriculum, students MUST RESPOND to at least two of the first three
question weeks. A full syllabus for Honors will be provided at a meeting in Bulger during the first
week of school.
English IV – Values and Visions
Pick ONE of the following:
Tattoos on the Heart by Gregory Boyle, SJ
Zeitoun by Dave Eggers
The Unforgiving Minute: A Soldier’s Education by Craig M. Mullaney
The assessment for this text will count for 20% of the first quarter grade, and will be given during the first cycle
of the school year. We cannot overemphasize the importance of carefully reading your senior summer text. A
failing score on the summer reading test will weigh heavily upon your important quarter 1 English grade.
English Literature AP (Juniors)
A Tale of Two Cities by Charles Dickens
1984 by George Orwell
There is no assignment aside from reading. A summer reading exam will be given within the first few
days of returning to school.
English Language and Composition AP (Seniors)
Welcome to AP Language and Composition. We have selected these texts for you this summer because they
capture the essence of literature according to Chaucer’s criteria: ‘best sentence and most solas.’ As you read
and prepare yourself for the AP course, we want you to complete the following assignment to ensure that your
reading experience is enriching and edifying. Please bring the assignment to class on the first day of school.
It should be typed in MLA format. Use your Rules for Writers, if you are unclear about this requirement. It will
be worth 10% of your first quarter grade. Timeliness is important; we will deduct 10% for each day that your
assignment is late. Each question should be answered in no more than one page, no less than one paragraph.
Texts:
1. Zeitoun by Dave Eggers
2. The Immortal Life of Henrietta Lacks by Rebecca Skloot
3. The Unforgiving Minute: A Soldier’s Education by Craig M. Mullaney
For each of the three texts, please succinctly and clearly answer the following questions:
1. Choose one significant passage from each text. In three, thoughtful, well-balanced sentences contextualize
and analyze the passage.
2. What is the conflict presented in the text? How does the author develop the differing sides of that conflict?
Where do you find bias? Explain.
3. Select one sentence from each text that you feel is the strongest, in terms of writing. Do not concern yourself
with the content of the sentence as much as with the diction, sentence structure, and literary devices used. In
your paragraph, analyze the merits of the sentence you selected, arguing that it is, indeed, a great example of
English prose.
4. Consider the structure that the author develops in each text. Analyze the author’s choices: How is the text
organized? Why is it organized this way?
5. In what way does the author portray a sense of ‘otherness’ or an outsider in each story? How is this
‘otherness’ articulated; how is the outsider described? What is the author saying about otherness?
English Literature AP (Seniors)
Invisible Man by Ralph Ellison
The Road by Cormac McCarthy
Mrs. Dalloway by Virginia Woolf
Your assignment: a meticulous reading and annotation of each novel, including Mark Haddon’s. A
summer reading exam worth 20% of your first quarter grade will be given within the first week of your
return to school. Hard copies are strongly recommended, because annotations will be part of your
summer reading exam grade.
Social Studies Department
U.S. History Honors
America's Hidden History: Untold Tales of the First Pilgrims, Fighting Women, and Forgotten
Founders Who Shaped a Nation by Kenneth C. Davis (ISBN 978-0-06-111819-7)
This book was chosen for your summer reading because it provides interesting glimpses into key
events in early American History. You will see Massachusetts settlers and leaders prominently
featured in several chapters.
Your Assignment: Read chapters 1-5 of the book. (Chapter 6 may be assigned sometime during first
quarter.) Answer the questions listed below for each chapter in complete sentences or detailed “bullet
notes” format. Please type answers or write neatly. The total assignment is intended to be about 3
pages.) Bring this completed assignment to class on the first day of school. The assignment will
count as a 50 Point Test Grade. It will also serve as the basis for class discussion, Socratic Seminar
during the first week of school.
Chapter 1: Isabella’s Pigs
Briefly, explain the title of the chapter.
What were the reasons for conflict between the French and the Spanish in Florida in the mid 1500’s?
In what ways did they bring “Old World” problems to the “New World”?
How did the presence and actions of the French and the Spanish affect the lives of the Native
Americans?
Chapter 2: Hannah’s Escape
What do the stories of Hannah Emerson Dustin and Anne Hutchinson reveal about life in the
Massachusetts Bay Colony, especially for women? (Discuss at least 3 things.)
How did Anne Hutchinson challenge Puritan teachings and male authority in Massachusetts? What
were the consequences?
Chapter 3: Washington’s Confession
How did young George Washington’s “lessons” during the French and Indian War (1757-1763)
prepare him to become the great military leader of the American Revolution? Briefly describe two key
lessons he learned using details from the chapter.
Chapter 4: Warren’s Toga (Only use information from the chapter.)
Identify and briefly explain the importance of the following in this chapter on the American
Revolution in Massachusetts: Dr. Joseph Warren; General Thomas Gage; Paul Revere; Battles of
Lexington, Concord, Bunker Hill.
Who is suspected to have been the “spy” who gave regular updates to Dr. Warren? Why would this
“spy” take such risks?
Chapter 5: Arnold’s Boot
Describe Benedict Arnold’s personality and some of his contributions in the Continental Army during
the American Revolution.
What was Benedict Arnold’s great betrayal of the Continental Army? What factors motivated Arnold
to become a traitor?
Economics AP
We have compiled a list of films that show business in action. Your task is to watch four of these films
concerning different areas of the economy, then write and post a commentary about the films that you
viewed. See the assignment below. Complete your postings by September 1, 2011.
Group 1 (Choose 1)
Inside the Meltdown http://www.pbs.org/wgbh/pages/frontline/meltdown/view/)
Inside Job http://www.220.ro/documentare/INSIDE-JOB-Film-Documentar-2010/szmGcr8GOA/
Group 2 (Choose 1)
Barbarians at the Gate
Boiler Room
Wall Street
Group 3 (Choose 1)
Maxed Out
http://www.youtube.com/results?search_query=Maxed+Out&aq=f
Enron: The Smartest Guys in the Room
http://www.youtube.com/watch?v=o5clNtt7PgM
Syriana
Group 4 (Choose 1)
A Crude Awakening: The Oil Crash
http://www.youtube.com/watch?v=YkLewiR0tiE
Food Inc.
Gasland
Assignment:
Write and post on the class message board, a one page commentary about each film (total of four),
stating what you liked and disliked about the behavior of one person or a business practice presented in
the film.
Read the responses then write a one paragraph response to three of the films that your classmates
viewed but you did not.
European History AP
The Prince by Niccolo Machiavelli and Ch.10-11 of The Western Heritage, 7th edition
Students can read an online edition of The Prince if they choose.
Students are to take written notes on Ch 10-11.
Government AP
The Broken Branch: How Congress Is Failing America and How to Get It Back on Track by Thomas
E. Mann and Norman J. Ornstein, paperback
There is no assignment aside from reading.
U.S. History AP
Required Reading: Thoroughly read Chapters 1-4 in AMSCO United States History: Preparing for
the Advanced Placement Examination by John Newman and John Schmalbach.
Recommended Reading: Read Chapter 2 of “Drawing the Color Line” and Chapter 3 of “Persons of
Mean and Vile Condition” in A People’s History of the United States by Howard Zinn.
Available at: http://www.historyisaweapon.com/zinnapeopleshistory.html
Directions: The following is a list of key IDs related to the first unit of study in AP US History. You
will need to read the first four chapters of AMSCO and define these IDs FOR THE FIRST DAY OF
SCHOOL. Bring them to class with you as they will be collected that day. The information provided
in your blue AMSCO book is sufficient and should be most helpful. The IDs can be completed in note
form (i.e. complete sentences are not required), and while there is not a minimum length requirement,
the information provided must identify and explain the “basics” of the ID (WHO, WHAT, WHERE,
WHEN, WHY, etc.) and also the HISTORICAL SIGNIFICANCE of the person/event/term. These IDs
must be HAND-WRITTEN on lined paper and should be stapled OR on individual index cards clipped
together. They should also be NUMBERED. The IDs are graded on an approximately 50% basis. That
is, the point value will equal 50% of the number of IDs. For example, this first assignment requires the
completion of approximately 80 IDs. Therefore, it will be worth 40 points. The purpose of this
assignment is to enhance your knowledge of the particular era you’re studying while providing you
with an ever-growing source of IDs to use in preparation for May’s exam. It is especially important
that you do these IDs thoroughly as we will have little time in class to review and discuss this
important time period.
Chapter 1: Exploration, Discovery, and Settlement, 1492-1700
Identifications: Exchanges (Columbian Exchange), encomienda system, Samuel de Champlain, Henry
Hudson, Virginia Company/Jamestown, John Smith, John Rolfe, royal colony, Plymouth colony,
Separatists/Pilgrims, Mayflower Compact, Puritans, Massachusetts Bay Colony, John Winthrop, Great
Migration, Virginia House of Burgesses
Chapter 2: The Thirteen Colonies & the British Empire, 1607-1750
Identifications: Corporate vs. royal vs. propriety colonies, Act of Toleration, Bacon’s Rebellion,
indentured servants, headright system, slavery, Roger Williams, Anne Hutchinson, Fundamental
Orders of Connecticut (1639), halfway covenant, New England Confederation, King Philip’s War, the
Carolinas, New York, New Jersey, Quakers, William Penn & Frame of Government & Charter of
Liberties, James Oglethorpe, Navigation Acts & mercantilism, Dominion of New England, Glorious
Revolution, triangular trade
Chapter 3: Colonial Society in the Eighteenth Century
Identifications: Immigrant groups, General characteristics of Colonial Society (ex. social mobility),
colonial families, economy of New England vs. Middle Colonies vs. Southern colonies, First Great
Awakening (inc. leaders & impact), John Peter Zenger & the libel case, colonial government & voting
Chapter 4: Imperial Wars & Colonial Protest, 1754-1774
Identifications: French & Indian War, Albany Plan of Union (1754), Peace of Paris (1763), salutary
neglect, Whigs, Proclamation of 1763, Sugar Act, Quartering Act, Stamp Act, Patrick Henry, Stamp
Act Congress, Sons & Daughters of Liberty, Declaratory Act, Townshend Acts, John Dickenson,
Boston Massacre, Committees of Correspondence, Tea Act, Boston Tea Party, Intolerable/Coercive
Acts (inc. Port Act, MA Government Act, Administration of Justice Act, Quartering Act, & Quebec
Act), Enlightenment, Deism, John Locke
Modern Language Department
Spanish Literature AP
In May/June, students will receive a CD with music and poetry from the AP reading list. Over the
summer, students must listen attentively and read along with the entire recording a minimum of 4
times. Further, students must be able to recite (or sing!) at least 3 of the tracks by heart. It is
recommended that students look up words and expressions that are new to them in order to fully
understand the lyrics.
French AP
Le racisme expliqué à ma fille – (up to p 92) – by Taher Ben Jelloun Seuil Edition
ISBN-13: 978-2021002812
La parure by Guy de Maupassant – Livre de Poche Edition
ISBN-13: 978-2253136569
They can be bought at www.Amazon.fr or www.amazon.ca.
Chinese AP
At some point this summer, the teacher will email an assignment to the students enrolled in Chinese
AP.
Classics Department
Latin AP Vergil AP
AP Latin students will read all of Vergil’s Aeneid over the summer and books 1-2 of Caesar’s Gallic
War. We will continue to read and discuss these books throughout the year.
The Aeneid of Vergil Translation by Allan Mandelbaum (Bantam Classic, ISBN 0-553-21041-6)
The Gallic War: Seven Commentaries on The Gallic War with an Eighth Commentary by Aulus
Hirtius (Oxford World's Classics, ISBN 0199540268) Paperback. Translated by Carolyn Hammond.