SUMMER AP
ASSIGNMENTS
Haines City High School
2013-2014
Table of Contents
Language Arts ................................................................................................. 2
Science .............................................................................................................. 7
Fine Arts .........................................................................................................18
Mathematics..................................................................................................19
Social Sciences ..............................................................................................35
Spanish ...........................................................................................................42
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Language Arts
2013 Summer Assignment
AP Literature Summer Reading
and Writing Assignment
Ms. Valk
Welcome to AP Literature! I am very excited about the year ahead of us. This summer I am asking
you to read two novels; The Secret Life of Bees by Sue Monk Kidd and The Old Man and the Sea by
Ernest Hemingway. My expectation is that you will read both novels and complete the work that is
assigned to you in this packet. The work will be due by the end of the first week back at school. Both
of these novels are very different, but I think you will find something to like in each one.
In this packet you will find a variety of assignments. One of the largest is the Reading Journal. It is
very important that you complete this activity. We will be doing Reading Journals for each of the
novels that we read in class this year, so I expect you to do these with fidelity. In the end, you will
benefit greatly from these journals as they will serve as analysis practice and a wonderful study guide
to refresh your memory before you take the AP Lit exam. I have given you some suggestions for
things to write about in the journal, but please know that these cannot be wrong. These Reading
Journals are your opportunity to pick apart the text, and therefore serve as your own interpretations
of the text.
You will also find a variety of Multiple Choice practice questions for each of the novels, as well as a
list of possible Free Response questions. I expect you to complete all of the Multiple Choice, and
choose one Free Response question to answer for each novel. Again, these will serve as practice for
the rest of the course and for the test and will give me a good idea of where each of you are in terms
of writing and analysis.
I will be available for questions throughout the summer. You may email me at my school email
address: mieke.valk@polk-fl.net. I may not check my email every single day over the summer, but I
will check it several times throughout the week so I will get back to you as soon as I can. Have a
great summer and enjoy the novels!
Ms. Mieke Valk
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2013 Summer Assignment
AP Language and Composition
Mr. Johnston
Welcome
Welcome to Advanced Placement English Language and Composition. This is a primarily non-fiction
course where reading, writing, and analysis will support you in your college endeavors. Additionally you will be
prepared to take the AP Lang exam in the spring. To ensure that your brains remain fresh and engaged as
readers during the summer break, I ask that you make ONE selection from the book titles on this assignment
sheet and watch TWO documentaries from the documentary titles on this assignment sheet. Each book and
documentary title deals with a specific social issue so choose based on what appeals most to you! In August,
we will immediately examine these social issues in various contexts and begin in earnest to study the elements
of argument and rhetoric. I have chosen these assignments in order to prepare you for the upcoming course
as well as to give you a chance to find the types of material that you are interested in as the interests of you
and your peers will help to drive the course.
Assignment
1) Select and read ONE book from the list
2) Complete a type written Interactive Reader’s Log that includes ten entries
3) Select and watch TWO documentaries from the list (Must come from 2 different Categories)
4) Complete a type written Interactive Viewer’s Log for each of your two documentaries.
What should the Interactive Reader’s Log contain?
You will select ten quotations/ passages from the text that reflect the entire work. One strategy would
be to dividing the number of pages in your book by ten and use that as a guide for selecting quotations evenly
from the entire text. Your quotation selections should be passages that enrage you, intrigue you, engage you,
or cause you to wonder.
For each of the ten quotations, you will write a response. Responses should be between 150 and 200
words for each quotation and should address issues and purpose of the quote, not simply a summarization of
the plot or of the quote.
Some questions to consider when crafting your responses:
1) What is the writer’s purpose? Is it effectively achieved? Why or why not?
2) What use of language is especially effective? What purpose does it serve?
3) How does this quotation connect to the assertion or purpose of the work as a whole?
4) What is the writer’s tone in the passage? How is that tone achieved? What is the effect of that choice
of tone?
5) What created an emotional reaction in you as the reader?
6) What use of conflict is especially effective?
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What should the Documentary Argument Analysis contain?
Part 1: Watch your documentary in its entirety and then evaluate the documentary for the overall main idea
(thesis). In one paragraph explain what the thesis of the documentary is and provide a supporting rationale (argument)
for your evaluation of the thesis.
Part 2: Select 20 details from the documentary that the filmmaker uses to support the thesis that you identified
in part 1. These details could come in the form of interviews, statistics, music type, audience being targeted, etc…
You are going to repeat this assignment for each of the TWO documentaries that you are to watch.
Some questions to consider when crafting your responses:
1) What is the writer’s purpose? Is it effectively achieved? Why or why not?
2) What use of language is especially effective? What purpose does it serve?
3) How does this quotation connect to the assertion or purpose of the work as a whole?
4) What is the writer’s tone in the passage? How is that tone achieved? What is the effect of that choice of tone?
5) What created an emotional reaction in you as the reader?
6) What use of conflict is especially effective?
Grading Criteria
The Interactive Reader’s Log assignment will count as a Level III grade (150 pts) towards the 1st 9 weeks grading
period. You will be assessed on the following criteria:
1) The assignment is complete (10 entries including both quotation and response)
2) The assignment is typed with 1 inch margins, 12 pt. Times New Roman (or similar) font
3) The quotation selections represent the work as a whole and clearly indicate understating of the work as a
whole.
4) The responses demonstrate thorough and insightful comments with regard to the writer’s purpose,
attitude/tone, and use of language
5) The writing demonstrates stylistic maturity with effective command of writing as well as a wide range of the
elements of writing and organization
The Documentary Argument Analysis assignments will count as two Level III grades (150pts) towards the 1st 9
weeks grading period. You will be assessed on the following criteria:
1) The assignment is complete (2 separate papers with a thesis identified and rationales supporting your
answers as well as the 20 details with explanations.
2) The assignment is typed, double spaced, with 1 inch margins, and 12 pt. Times New Roman (or similar) font.
3) The identified thesis should represent the work as a whole and clearly indicate your understating of the films
argument as a whole.
4) The responses demonstrate thorough and insightful comments with regard to the writer’s purpose,
attitude/tone, and use of language
5) The writing demonstrates stylistic maturity with effective command of writing as well as a wide range of the
elements of writing and organization
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Sample Interactive Reader’s Log Entry
Interactive Reader’s Log
Chapter 1 “The Rules of the Game”
“Five men stumbled out of the mountain pass so sun struck they didn’t know their own names, couldn’t
remember where they’d come from, had forgotten how long they’d been lost. One of them wandered back up a peak.
One of them was barefoot, they were burned nearly black, their lips huge and cracking, what paltry drool still available
to them spuming from their mouths in a salty foam as they walked. Their eyes were cloudy with dust, almost too dry to
blink up a tear.” (3)
Response, wondering, comment, criticism:
Urrea’s use of imagery to begin his book startles me into wondering what horrible thing could have happened to
these people. The first sentence with the series of descriptions of these lost souls is gripping in its simplicity. Men who
are unable to “blink up a tear” who are “burned nearly black” with “lips huge and cracking” pilled me immediately into
their mystery. What could have happened to cause such harm to these people? The title of the book foreshadows
terrible things with “devil” in the title, so I’m immediately curious to find out how all of the opening events tie together.
I didn’t expect a nonfiction book to be written with such and intense, almost poetic style. I have no doubt from the
beginning traveling “The Devil’s Highway” could not be a happy journey. Since I live in Texas, I am aware the issues
surrounding illegal immigration are complicated and unhappy, but that doesn’t change how disturbing the opening of
the book is. I’m interested to learn how Urrea will expose this activity.
Sample Documentary Argument Analysis
Documentary’s Thesis and Rationale
The filmmaker’s thesis in the documentary Crips and Bloods: Made in America is that the two most
violent and largest rival gangs in America were formed not out of hatred for one another but out of a common race issue
that both of the gangs face. The documentarian, Stacy Peralta, does not simply document the formation and history of
these two gangs, but seeks to provide understanding of gangs in general by showing the viewer that the issues that face
minority groups in America today allow for gangs to exist and function relatively unchecked. An example of this is given
within the first five minutes of the documentary as the surviving members of the original gangs were interviewed and
were able to discuss the environment of the mid-sixties when the gangs were first formed.
Details to support thesis and Rationale
1) Graphic images of a gang gunfight and class war are shown in order to hook the audience into the
story that the filmmaker is attempting to relay. (00:03-01:28)
2) Interview with Bo Taylor, former Schoolyard Crip, founder of UNITY ONE, a privately funded
organization dedicated to peace making and the transformation of gang members into productive citizens, who relays
the history of the gang as well as what it has turned into and how to combat the issues that the gangs now face. (04:3206:29)
What if I need help on the assignment during the summer?
If you have any questions over the summer, please feel free to contact me for assistance:
Mr. Johnston- Nicholas.Johnston@polk-fl.net
I generally check email several times a day during the school year and several times a week during the summer
and will be more than happy to answer any question you may have.
Due Dates
Hard copies of your assignments will be submitted to me at the beginning of class on your first day of class.
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Selections
A Warning: Because our course seeks to engage with a wide variety of topics and varying positions on those
topics, some of the following selections may deal with mature content. Check with your parents or guardians on the
types of selections that you are reading or watching before you make the final decision to begin your assignments.
Assassination Vacation
The Right Stuff
Books: Select ONE
Food
The Omnivore’s Dilemma
Fast Food Nation
Environmental
Desert Solitaire
Since Silent Spring
One River
Pilgrim at Tinker Creek
Walden; or Life in the Woods
Soulcraft: Crossing into the Mysteries of Nature and
Psyche
Historical
Guns, Germs, and Steel
Collapse: How Societies Choose to Fail or Survive
The Great Influenza: The Story of the Deadliest
Pandemic in History
Current Issues
Factory Girls
The Devil’s Highway
There Are No Children Here
The Forever War
Popular Culture
The Tipping Point: How Little Things Can Make a Big
Difference
Freakonomics
Blink
Travel
A Walk in the Woods: Rediscovering America on the
Appalachian Trail
Mountains Beyond Mountains: The Quest of Dr. Paul
Farmer, A Man Who Would Cure the World
At the Edge of the World
Documentaries: Your selections must come from
two different categories.
Food
Travel
180 Degrees South
Ride the Divide
Supersize Me
Fat, Sick, and Nearly Dead
I Like Killing Flies
Forks over Knives
Food Matters
Popular Culture
Bowling for Columbine
Loose Change 9/11: An American Coup
Fahrenheit 9/11
Waiting for Superman
The September Issue
The Parking Lot Movie
The People versus George Lucas
Trekkies
Nerdcore Rising
Environmental
An Inconvenient Truth
If a Tree Falls
Blue Gold: World Water Wars
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Science
2013 Summer Assignment
AP Biology
Ms. Blaze
Biology summer assignment
Chapter 1
For this assignment, you will view this Prezi: http://prezi.com/6gn_5zw5k6yn/ap-bio-introductorypresentation/http://prezi.com/6gn_5zw5k6yn/ap-bio-introductory-presentation/ . Study it in detail.
Watch this: http://www.youtube.com/watch?v=i8wi0QnYN6s Sci Show: Scientific Method.
Then answer 2 of the following 4 questions in 1-2 well written paragraphs each. Make sure to include information
from the notes and the videos.
1. Explain how science works as a process.
2. Contrast science with other ways of looking at the Universe.
3. Explain why biology is a science.
4. Give a brief explanation of how life is organized across several domains of space and time, and why this
organization is necessary.
Next: search Sci Show on YouTube and find 1 interesting video (to you) that is over 5 minutes. Come prepared to
summarize the video to the class when school begins again. Also, bring in the link.
Learning
For this assignment, you will read the essay “Learning (Your First Job)” by Robert Leamnson and answer the following
questions. These may be typed or hand-written. The essay was written with freshmen college students as the
intended audience. However, the AP program is as difficult as college classes. Simply mentally replace the word
college with AP as you read.
Complete the following questions before reading the attached essay. Answers should be at least 1-2 well written
paragraphs.
1. What is your own definition of learning?
2. What are your learning habits? How do you typically learn?
Complete the following questions after reading the attached essay. Answers should be at least 1-2 well written
paragraphs.
1. Discuss the connections between learning and biology.
2. Describe your plan to become a successful learner.
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Leamnson
Learning
(Your First Job)
by
Robert Leamnson, Ph D
Introduction (Don’t skip this part)
These pages contain some fairly blunt suggestions about what to do in college.
Some of them may seem strange to you, some might seem old fashioned, and most will come across as labor
intensive. But they have worked very well for many students over the past 20 years, since the first edition
came out. This edition is more up to date, but the basic message has not changed much.
A fundamental idea that you will encounter over and again, is that learning is not something that just happens
to you, it is something that you do to yourself. You cannot be “given” learning, nor can you be forced to do
it. The most brilliant and inspired teacher cannot “cause” you to learn. Only you can do that. What follows
are some fairly explicit “learning activities” or behaviors, but they are all your activities, and now and then
those of your fellow students. But there is also a basic assumption underlying these ideas, and that’s that you
do want to learn something while getting a diploma. Without that desire, nothing will work.
Some words we need to understand
It happens, too often, that someone reads a passage or paragraph, as you are, and gets an idea very different
from what the writer intended. This is almost always because the reader has somewhat different meanings for
the words than did the writer. So that we don’t have that problem here I’ll make clear the meanings I intend
by the words I use.
We’ll start with:
Learning:
While few people think of it this way, learning is a biological process. It is indeed biological because
thinking occurs when certain webs (networks) of neurons (cells) in your brain begin sending signals to other
webs of neurons. You, of course, are not conscious of this process, but only of the thought that results. But
there is no doubt that thinking is the result of webs of cells in your brain sending signals to other webs.
How can knowing what causes thought help in the learning process? Start by considering that human
learning has two components:
1) Understanding
2) Remembering
Either of these by itself is not sufficient. Knowing a bit about how the brain works when you’re thinking will
help you to see why both understand and remembering are necessary for learning.
Anytime you encounter a new idea (and that, after all, is why you are in college) you need to “make sense”
of it, or, to understand it. And if you are actually trying to (1 Leamnson) make sense of it, your brain is firing
a lot of webs of neurons until one or more of them “sees” the logic or causality in a situation. Understanding
sometimes comes in a flash and we feel, “Oh, I get it!” Other times it takes repeated exposure or the use of
analogies until we finally “get it.” But if we never get it, then we still don’t understand—we haven’t tried
enough circuits in the brain.
So, right from the beginning, making sense of what you read or hear involves focused attention and
concentration, in other words, “brain work.” I’m confident that almost all college students “could”
understand what is required of them by focusing attention on what is being read or heard, and stick with it
until the thoughts in their heads pretty much matched those of the speaker or writer.
Unhappily, this is not the way all students in college behave. The most frequent complaint I hear from
college instructors is that too many of their students are simply “passive observers.” So the big rule about
understanding is that it cannot be achieved passively. It demands an active and focused mind.
Some very bright students find little difficulty in understanding what they hear or read. But some of these
smart people get very poor grades and sometimes drop out. The reason is, they neglect the second part of
learning, which is remembering.
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For most people, I suspect, remembering is more difficult than understanding. I would suggest that this is
because few people know much about memory, or that it is likewise a biological process involving the firing
of webs of neurons in the brain. Most people think of memories as ideas, pictures, or events that are lodged
somewhere in their heads, and these places simply need to be “found.” The fact, however, is that memories
are not things always present somewhere in our heads. Memories must be reconstructed each time they are
remembered. This reconstruction, in biological terms, means firing up
almost the same webs of neurons that were used to perceive the original event. This
would seem to be easy, but it is not in most cases. Here’s the reason.
Use it or lose it
These webs I’ve been speaking of are networks of connected neurons. The details
do not need to be understood, but the fact is, the connections between brain cells are not
necessarily permanent. Much of our brain is not hard wired. One can think of neurons as
having a big, important rule, “if the connection I made gets used a lot, it must be doing
something important or useful, so I will strengthen the connection so it doesn’t fall
apart.” And that’s exactly what it does (even though, in fact, it itself doesn’t know what
it’s doing.) Now the bad news. If a neuron makes a connection that does not get used
(no matter how useful it might have been) it breaks the connection and it’s probably gone
forever. In short, neural circuits that get used become stable, those that do not get used
fall apart.
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Leamnson
So it is that we can understand something quite clearly, and some time later not be
able to remember what it was we understood. The biological explanation is that the “web
of understanding” was not used enough to become stable, so it fell apart.
If you’ve followed all of this you probably see the bad news coming. If learning
means both understanding and remembering, we have to practice what we understand.
Without rehearsal, that fantastic circuitry that enabled our understanding will gradually
disintegrate and we can no longer reconstruct what we once understood.
Some readers are no doubt wanting to get on to the “tricks” for getting high
grades. But for a lot of college courses, getting a high grade involves only one trick—
learn the material. Learning, as described here, is the trick that always works. Learning
is the goal—keep that always in mind through the rest of these pages. Grades will take
care of themselves.
The Classroom
The classroom might be very traditional—a collection of students in chairs and an
instructor at the front—or people seated at computer terminals, or alone at home with the
computer. So long as these are in some way “interactive” with an instructor, the
following suggestions will be valid and useful.
The reason something must be said about so commonplace a thing as the
classroom is that too many students see it incorrectly and so they waste a highly valuable
occasion for learning. The most common misconception is that the class period is that
occasion when the instructor tells you what you need to know to pass the tests. Seen this
way, it can only be a dreary thing, and from this perception flow a number of bad habits
and behaviors that make learning more laborious and less interesting that it can be and
should be.
“Taking” notes
I would like to see the expression “taking notes” removed from the vocabulary
and replaced with one often used in Great Britain, that is “making notes.” “Taking”
implies a passive reception of something someone else has made. It too often consists of
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copying what’s on a chalkboard or being projected on a screen. Copying from a
projected image is usually quite difficult and trying to copy what someone is saying is
nearly impossible. Attempts to take notes in this way produces something that is usually
quite incomplete, often garbled and has the awful effect of turning off the listening part of
the brain. We are not capable of focusing attention on two different activities at the same
time. So we miss what an instructor is saying while we concentrate on writing what he
has already said, or copying from the board or screen. Some instructors compensate by
making notes for the students and passing them out. This practice can help the better
students—those who already know how to learn—but for many others it only makes
matters worse. For a passive person, having a set of teacher-prepared notes means that
they now have nothing to do during the class period. So they just sit, or daydream, or
doze off, and often quit coming to class altogether. Why not, if it’s all in the notes? Two
more definitions will help to see that this is a recipe for failure.
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Leamnson
Information and Knowledge
Even college professors and authors of books often confuse these words or use
them interchangeably. In fact they mean very different things. Let’s start with
information. The world is awash in information. All the books in the library have
information, as do journals, magazines, and the uncountable number of websites and
postings on the internet. All of this information is transferable from one medium to
another, sometimes with lightening speed. None of it, however, is knowledge! The
reason being that knowledge can only exist in someone’s head. Furthermore, the
expression “transfer of knowledge” is ridiculous because it describes the impossible.
This might be a novel or surprising idea so let’s examine it further. Suppose your
chemistry teacher has a correct and fairly thorough knowledge of oxidation/reduction
reactions. Can this knowledge be transferred to you? How wonderful if it could be.
Something like a ”transfusion” or “mind meld” and you know instantly what he/she
knows! None of that is possible. All your teacher can give you is information, and
perhaps the inspiration for you to do your part. This information is always in the form of
symbols. These symbols might be words,—spoken or written—numbers, signs,
diagrams, pictures, and so on. You cannot learn anything unless you have previous
knowledge of the meaning of the symbols. As a clear example, you cannot learn from
someone speaking Farsi if you know only English, no matter how accurate and useful the
information embedded in that language. This idea—new knowledge depends greatly on
prior knowledge—will come up again later.
But if, happily, you can indeed “make sense” of new information on chemical
reactions (or anything else) you can then construct your own knowledge by using the new
information and incorporating it into your prior knowledge base. But, as noted above,
this will involve using some not-used-before neural connections, so if you want to
remember what you now understand, you must practice, that is review a number of times,
or use the new knowledge repeatedly to solve problems or answer questions. Remember
the rule about new knowledge—use it or lose it.
So, what do I have to do?
All of this talk about brains, information, and knowledge is not just abstract
theory. It is the way we learn. The way to learn, then, is to align your own activities with
those behaviors we already know will work.
Time
Time is nothing at all like the way we talk about it. How often do you hear
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someone say that they “didn’t have time?” It’s a perfectly meaningless expression.
When you wake up on a Sunday morning, you have exactly 168 hours of time until the
following Sunday morning. And everybody on the planet gets 168 hours. No one ever
has any more or any less time than anyone else! Time cannot be “found,” nor
“stretched,” nor “compressed,” nor “lost.” It cannot be “saved” or “bought,” or in any
other way “managed” for any realist meaning of the word “manage.” So why do we use
all these meaningless expressions? It’s because they let us avoid the embarrassing
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Leamnson
process of examining our priorities, a ranked list of those things we hold to be important.
Sleeping is a high priority for everyone—it’s a biological necessity, like food—so we all
spend a fair amount of our allotted time blissfully unconscious. Now, what about the rest
of our 168 hours? For someone who has to work part time to meet expenses, work is a
high priority activity and they show up on schedule and on time because losing the job
would mean losing the income and the consequences would be serious. So, after
sleeping, eating, working, and, one hopes, going to classes, the rest of our 168 hours are
spent doing whatever we find personally important. For some, doing assignments,
reading books, writing reports and the like are important, so they always get done. For
some others, TV, “hanging out,” the internet, and partying are of primary importance, and
sometimes they fill up so many of the 168 hours available that there is nothing left at the
end of the week. Remember, no one gets more than 168 hour, so anyone who thinks they
can “do it all” is always going to “run out of time.”
It’s your priorities and not the clock that will determine the outcome of your
college experience. If it’s really important, it will always get done, and always at the
expense of the less important.
Studying
You and your teachers will use the word “study” frequently, and always assuming
that it means the same thing to everyone. But it doesn’t. For way too many college
students, particularly in the first year, study never happens until just before a test.
Teachers are amazed at the idea, but many students simply see no reason to study if there
is no test on the horizon. So here in a nutshell is a most serious misunderstanding
between college teachers and beginning students. For teachers, the purpose of study is to
understand and remember the course content; for students the purpose of study is to pass
the tests.
Now in an ideal world these would amount to the same thing. But in the real
world, unfortunately, you can pass some tests without learning much at all. This is not
the place for me to beat up on my colleagues, but some do produce truly simple-minded
exams that do not require much by way of preparation. So here’s an absolutely heroic
idea if you find yourself bored with a class; try learning more than the teacher demands.
Wake up your childhood curiosity and ask why other people find this discipline so
interesting that they spend their lives at it. I can about guarantee that there are bright,
articulate, and interesting writers in every college discipline. Find a good book and read.
That way you’ll learn something even if the teacher doesn’t demand it.
But such “gut” courses might be rare in your college. The one’s that cause
trouble and hurt the grade point average are those where the teacher expects serious
learning, but leaves most of it up to you. How do you cope with that?
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Leamnson
Tough Courses
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What makes a course tough? Well, sometimes it only means large amounts of
material, many pages to read, lots of writing assignments, and the like. But the really
tough course is one where the subject itself is complex, or presents difficult problems for
the learner to deal with, and often goes faster than students would find comfortable.
Suppose we add to that a super-smart teacher, but one who simply assumes you know
how to learn, and sprays information like a fire hose. For a typical first year student this
is the famous “worst case scenario.” The whole purpose of my writing is to help you
cope with worst case scenarios.
During the Lecture
In these tough courses the first idea you must abandon is that you can sit, “take”
notes, and worry about it later. Here’s another key idea to bring with you to every lecture
period. Worry about it now.
You can look upon your teacher as an adversary, something that stands between
you and a diploma, but that’s a defeatist and erroneous idea. It’s better to think of the
instructor as your private tutor. Most teachers welcome a considered question on the
content. They nearly all resent questions like, “is this going to be on the test?” You
don’t do yourself any favors by giving your teachers the impression that you’re a lazy
goof off trying to slide by with minimal effort. Teachers can often pack a wealth of
important information in what just sounds like an interesting story. They do not seem to
be “giving notes.” It’s a serious mistake to get comfortable and day dream. When notes
are not “given,” then you have to make them, and that’s anything but relaxing. It takes
careful listening, concentration, and a focused mind to pick out the important nuggets
from what appears to be a non-stop verbal ramble. A casual remark like, “there are
several reasons we believe these things happen,” is a clear clue that something worth
knowing is coming. As noted, some teachers may pass out notes that they have made,
and these might contain an outline of what’s important. A fair number of college faculty
have learned that this only encourages passivity and cutting classes. (It’s quite easy to
get the notes from someone else, and if it’s only the notes that are important, why spend
time sitting in a classroom?) Some teachers have discovered that students can only be
prodded to serious mental activity if they don’t provide prepared notes. This might seem
mean spirited to you, but they’re just trying to activate your brain.
Under conditions described above, you, to make notes from which you can learn,
have to be attuned to what’s being said. Not every sentence that drops from an
instructor’s mouth is going to contain some pearl of wisdom. Much of it is “filler”—
rephrasing, giving examples, preparatory remarks for the next point and so on. You have
to learn quickly where the gems are. Sentences you hear stay in the short term,
immediate recall part of your brain for only a couple seconds. During that brief time you
have to make the decision as to whether you’ve heard something important or just filler.
If it was important you have to get the gist into your notes, even if that means not being
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Leamnson
quite so attentive so far as listening goes. Once it’s down, refocus and wait for the next
useful idea.
In short, teachers who do not “make it easy” by doing all the work, are, in fact,
doing you a favor. What is often called “deep learning,” the kind that demands both
understanding and remembering of relationships, causes, effects and implications for new
or different situations simply cannot be made easy. Such learning depends on students
actually restructuring their brains and that demands effort. Such learning can, however,
be most satisfying and enjoyable, even as it demands effort. I always think of serious
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learning of any academic subject as being something like practice for a sport or with a
musical instrument. No one is born with a genetic endowment for playing either the
trombone or ice hockey. These are both developed skills and both take long periods of
concentration and effort. Both are simply difficult, but how satisfying they are as small
elements are learned and burned into our brain circuits! How enjoyable to become
proficient! It’s exactly the same with academic matters. Give it a try.
About Interests
An obvious response to the thoughts just expressed might be, “but I like hockey, I
have no interest in history,” or chemistry—whatever. That may well be true, but what is
not true is the assumption that these interests are natural—something you came into the
world with. Here’s another strange but important truth; all of your interests had to be
learned! This is a small example of a paradox. You need to know something about a
musical instrument, or a sport, or indeed, an academic subject, before you can judge
whether or not it’s interesting. But if you hold the belief that you cannot learn anything
until or unless it’s interesting, then you can never get started on anything new.
I was always impressed with my senior biology majors who came to my office
and got around to talking about their courses in psychology, or philosophy, or art history.
These students gave every discipline a chance to prove itself. Instead of depending on a
teacher to “make it interesting,” they studied it on their own to discover why other folk
found it interesting enough to write books about it, and teach it in college. You would do
yourself a great favor by developing this “curiosity habit” as early on as you can.
Between Classes
When a teacher happens not to assign some specific work to be done for the next
period, a disturbing number of beginning students simply assume that means that nothing
at all needs to be done. And it so happens that a lot of college instructors do not assign
each time some reading, or writing, or problem solving to be done. And if you had an
orientation session, someone probably told you that “they” expected you to spend three
hours on each of your subjects, for each hour in class! That usually comes to an amazing
45 hours a week. Most students find that unreasonable and unnecessary, and I tend to
agree. But the proper response to an excessive demand is not to do nothing. A huge
number of new college students, when told to study but given nothing specific to do,
simply do nothing. So here are some realistic suggestions for study outside class time.
7
Leamnson
Fill in the Notes
As noted above, it’s essential during a lecture to produce some record, no matter
how sketchy, of what was presented during that period. A most useful and highly
recommended way so spend half an hour or so of study time is to make sense of these
notes, and most importantly, turn lists and key words into real sentences that rephrase
what went on. When memory fails, that’s the time to use resources. Sometimes your
best resource is the textbook. Even if no pages were assigned directly, there is a very
high probability that the text contains, somewhere, a good, or better, description of what
the teacher had presented. You may have to search for it, but tables of contents, chapter
headings and the index will lead you to what you need.
Now, read with the intent of re-discovering what was presented in class. Read
with understanding as the goal (this will feel different than reading because it was
assigned.) People who know the education process thoroughly say that most learning in
college goes on outside the classroom. So it is that you will know more about the day’s
material after this “filling in” process than when you first heard it.
13
But there is a further critical element here. You must write in your notes, in real
sentences, what you have learned by the reading. Writing has an enormous power to fix
things in the mind. Always write what you have learned. (Once in a while a short
paragraph that summarizes or paraphrases an important aspect becomes exactly what you
need on an exam. You will almost certainly remember it because you’ve already written
it before.) There are two other good resources for filling in the notes should the textbook
be insufficient. These are your classmates and the teacher (or tutor if one is available.)
Huge studies have been done to find out just what “works” for college students.
What, in other words, did the truly successful students actually do that the unsuccessful
ones did not? The first of the two most outstanding findings was that successful students
had gotten “connected” to those of their teachers who were open to talking with students
(and there are a lot of these.) The intent was not merely social. The point was to become
more familiar with course content by simply discussing it with an expert. Remember, the
successful students said that this was the most important thing they did to be successful.
So you don’t have to wonder about it; the experiment’s already been done.
The second most important activity for success was to form small study groups, or
pairs, with the express purpose of talking about the course content, their notes, and
assigned work. Working together on assignments and problems is not cheating. Copying
without learning is cheating. Discussing the details of an assignment or problem is just
cooperative learning—one of the most useful habits you can develop in college. (I’m
perfectly aware, by the way, that getting some guys together to discuss psychology
sounds like a pretty “nerdy” thing to do. Well, so what? Really smart college students
have no problem stealing a page from the “Nerd’s Handbook” if it means learning more
and doing better.)
8
Leamnson
Assignments
Here again, attitude will influence how you react to assigned work. To view it as
paying dues, or taxes, or as mere busywork that teachers insist on out of habit, is to
squander an excellent learning opportunity. Inexperienced students see assignments as
something to be done; experienced students see them as something to be used. Look on
every assignment as a clue from the teacher—what he or she considers important enough
to spend time learning. Assignments, in most cases, are solid, meaty chunks of what’s
important. Don’t just do assignments with minimal effort and thought, use them to learn
something new.
Thoughts on verbalization
Here’s another experiment that’s already been done and you won’t have to repeat.
Things do not go into memory as a result of thinking about them vaguely—in the
abstract. It has been well documented that thought, to be useful, must be verbal. Now all
that means is that, to be remembered, and so useful, your thought on a topic needs to be
either spoken, aloud, to another person, or written on paper. (Recall the earlier idea that
information can only move by means of symbols, words spoken, signed, or written.) In
either case, good English sentences are needed—not just word clusters. You need verbs.
Who did what to whom? How does this thing cause that thing to happen? These facts
support the suggested need to talk to teachers and classmates and use writing assignments
to say what’s true or useful. And here’s a bonus! If you have filled in your notes and
discussed a topic with a classmate, even if it only took 30 minutes, you will be prepared
for the next class. That means you will have something to say should there be a “pop
quiz,” or if the teacher starts asking questions. Or, just as well, you can start the class by
14
asking a well-prepared question on the last period’s material. Trust me—the teacher will
notice, and remember, favorably.
Access and high technology
There have been some noisy claims that today’s students will turn out to be the
best educated so far, because they have access (by way of the internet) to unimaginably
more information than any previous generation. I have reservations about this claim for
several reasons. For one thing, the internet has been with us for quite some time, and
those of us who teach college are still looking for the promised improvement. Results
should have showed up by now.
The principal reason, however, goes back to the fundamental difference between
information and knowledge. Knowledge is what has the potential for improving the
individual and society. But websites are completely devoid of knowledge; all they have
is information (and not all of that is reliable!) No matter how many websites you have
access to, none of them can do anything for you unless you can make sense of (and
evaluate) what you find there.
And here is another little paradox I discovered by observing the differences
between accomplished college seniors and most first year students. Instead of getting
9
Leamnson
knowledge from the internet, you need to have a lot of knowledge beforehand to make
sense of the ocean of information you find there.
It’s tempting to believe that access to more information is going to make college
easy. But it’s just a temptation. You fall for it at your peril. The internet is a tool, and a
very useful one, but as with all tools, you have to be knowledgeable to use it profitably.
Exams
I have intentionally put last what most new college students consider to be the
single most important aspect of college—tests and exams. My reason for this approach is
simple. If you attend class regularly, listen with attention, make the best notes you can,
fill them in later (preferably with a study partner or two), verbalize your thoughts, and
use assignments as learning tools, then you would be ready for a test at any time. Learn
as you go means you’re always prepared.
That is, of course, a bit overstated. In the real world, a “big test” in the offing
makes even the best student nervous, and everyone bears down to some degree to get
prepared. For someone who has done it all wrong, whose notes are just words copied
without context or explanation, who does nothing between classes, and who never
discusses coursework with anyone, and who does assignments thoughtlessly—just to
have something to pass in—an upcoming exam is justifiably terrifying. It’s these
students who do everything wrong who ask embarrassing questions like, “What’s this test
going to cover?” or, “What chapters should we study?” They’re clueless and they know
it.
But let’s assume you’ve done all the right things. You still want to do the best
you can, and that means review, because stuff tends to slip out of memory, particularly
when you have three or four other classes to attend to. But I mean “review” literally. It
means learn again, not learn for the first time. No one can “learn” the content of 15 or 20
lectures in two days. Unless it’s all completely trivial, that just can’t be done. Learning a
second time (real review) on the other hand, is a snap compared to learning from scratch.
So, review for an exam should not be stressful. If you’re in a state of panic because of an
exam it’s because you’ve been doing the wrong things all along.
But you’re smart. You’ve done the right things. How do you do the review?
15
Don’t go it alone
If you’ve done the right things you already have a study partner or two. Schedule
firm times and places to spend an hour or so reviewing. Estimate how many days it will
take to review all the material and get an early start. Don’t worry about reviewing too far
in advance of the exam! If you talk about the content and write summary paragraphs or
descriptions, make labeled diagrams, or solve problems on paper, you won’t forget—it’s
guaranteed. Remember, stealing a “nerd trick” will make you a better student.
Get Satan behind thee
The absolute worst thing you can do is to fall for the crazy notion that the way to
prepare for an exam is to compress it all in the last 12 to 18 hours before the test, and
10
Leamnson
keep it up right to the very last minute. I could always predict with great accuracy who
was going to do poorly on an exam. They were red-eyed, gulping coffee to stay awake,
and frantically flipping pages even as the test papers were being distributed. They had
done it all wrong.
“Pulling an all-nighter,” as the cute expression has it, is based on the completely
erroneous belief that the only thing that college work requires is short term memory.
Were that true, “last minute” study would make at least some sense. But the truth is,
most college work demands thinking about, and using, a storehouse of information firmly
lodged in long term memory. “All-nighter” students can usually recall a lot of terms and
certain “facts,” but can’t do anything with them.
Remember, your thinking and remembering are functions of your brain, and that’s
a biological organ, and significantly, it’s one with limited endurance. In short, it becomes
less efficient the longer you put demands on it without rest. Trying to study 12 hours
without sleep has the same effect on your brain as trying to play basketball for 12 straight
hours would have on the rest of your body.
So, a final rule: “Always get a night of restful sleep the night before an exam.”
Some students are afraid of this rule. They are afraid that sleep will somehow wipe out
all they’ve been studying. But it doesn’t! It’s another of those things that have been
researched and the results are consistent. There is, in fact, a small but significant
increase in the ability to recall or reconstruct when learning is followed by sleep. So if
you want your brain in tip-top condition for an exam (and who wouldn’t?) do your
reviewing in one or two hour periods spread out over several days, and get a real night’s
sleep before the exam.
During the exam
I’ve heard students, going into an exam, say, “I’ve done my part; it’s out of my
hands now.” That idea betrays the erroneous notion that all the hard work is done in
advance, and during the exam you just pour out what you’ve learned. Well, sometimes.
But exams in the tough courses often shock beginning students because they can’t find
much that looks familiar. There’s a reason, and a solution.
Demanding teachers prepare exams that require performance, where performance
is much more than recall. A lot of college instructors produce what might be called
“application questions” for their exams. All that means is that you can’t just write what
you know, you have to use what you know to answer a question or solve a problem that
you haven’t seen before. Only a malicious teacher would question students on material
that had never been discussed, assigned, or included in required reading. It seldom
happens. So when seeing something that looks unfamiliar, convince yourself that it’s
only a question that is asking you to apply something you already know. So it is that
16
concentration and focused thinking are often just as necessary during an exam as before
it. If you have learned well, and reviewed properly, you can be confident that you have
the necessary knowledge. I just takes some hard thinking to see how it applies to a
particular question.
11
Leamnson
A Summary
No one learns unless they want to. I have assumed here that you do. But learning
is a biological process that relies on the brain, a physiological organ that demands the
same maintenance the rest of you does. Don’t abuse it. The best ways to learn have
already been discovered, there’s no need for you to rediscover them by making a lot of
old mistakes all over again. So it is that what you read here might be disappointing.
Instead of new tricks or clever ways to beat the system, it says learning is the only way,
and that learning is difficult and requires effort. But we do know how to do it, and when
it’s done right, it is marvelously satisfying.
I wish all readers of these pages the best of luck in their college days. But as I do
so, I’m reminded of the words of the biologist Pasteur who said, “Chance favors the
prepared mind.”
Robert Leamnson
Dartmouth MA Dec. 2002
This document may be down loaded, printed, and copied, but may not be sold for profit.
The author’s name may not be removed from the document.
rleamnson@umassd.edu
12
17
Fine Arts
2013 Summer Assignment
AP 3-D Studio Art
Mr. Manley
Polk District Schools List of AP Studio Art Summer Assignments
Students will select four concentrations, or series, to explore from this list and complete thumbnail sketches in their
visual journals during summer vacation. These assignments will prepare students to enter AP Studio Art Courses.
Please complete five thumbnail sketches (2-3 inches in size), shaded with value, of 3D forms for each of your four
concentrations. You must pick four concentrations for a total of twenty thumbnail sketches. Please label/title each of
the four concentrations. See example.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
Unusual Interiors and/or Exteriors
Something not There
Artists and/or Concepts Research
Negative Space
Letters as Art
Organic and/or Inorganic
Natural and/or Mechanical Forms
Sequence and/or Transformation
Mini-Concentrations Using the Principles of
Design
Simplify and/or Reorganize
A Sign of the Times
Identity
Social Justice
Within and/or Without
Suspension
Light and/or Shadow
Reflections
Structures/architecture
Magnify and/or Minimize
Exits and/or Entrances
Realistic forms that blend into abstractions
Pottery that alludes to human or animal forms
Modular forms
Defying gravity
Concentration of your own
1
2
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Mathematics
2013 Summer Assignment
AP Calculus
Mrs. Haskell
Since AP Calculus (AB) is the equivalent to Calculus 1 in college, we have many concepts to cover to
make sure you are prepared to pass the AP test next May and receive the college credit. With this in
mind, you will need to complete three summer review worksheets. These reviews have been designed
to help you refresh (and possibly learn) basic concepts necessary for success in AP Calculus. It is
imperative that you complete these reviews; they will be graded and will represent the first grades you
receive for 1st quarter.
Below you will find the schedule for submitting the review worksheets:
Worksheet # 1 – Due July 1st
Worksheet # 2 – Due July 25th
Worksheet # 3 – Due the first day of class
You will need to mail, scan-and-email, (or hand deliver) worksheets #1 and #2 by their due dates to:
Jamie Haskell
237 Sunset Court
Davenport, FL 33837
Jamie.haskell@polk-fl.net
I will then check your work and email you if serious corrections are needed. Otherwise they will be
returned to you, graded, on the first day of school. Take these seriously, they will count toward your 1st
quarter grade!
DON’T PROCRASTINATE!
Do a little each day and feel free to look back on your old notes, use the internet, or contact me for help
with tough questions. Email or Facebook are the best options for getting ahold of me during the
summer; I will check them several times each week.
I hope you’re having a fantastic summer!!!!!!
Enjoy it and rest up while you can because you’re
going to be working your butts off for me next year.
19
AP Calculus Worksheet #1
You must know these values just as well as you know the multiplication tables. Remember to consider
what quadrant each angle is located in and if that will cause a negative answer or not. Give exact
values, not decimal approximations (i.e. not calculator values, use the TVT!).
1. sin
tan


2. cos
3
3. tan
6

4
4. sin

5.
6
3
= _____
6. cos 0
cos

7. cos
3
2
= _____
11. tan
= _____

6
= _____

8. sin
2
= _____
= _____
3
2
= _____
12. cos 
= _____
13. tan

2
= _____
9. cos

3
10.
= _____
14. cos

4
15. sin
0
16. tan
= _____
= _____
3
2
17. sin
= _____
= _____
= _____

= _____
18. sin 
4
= _____
19. sin

2
20. tan
0
= _____
= _____
= _____
20
21. tan 
csc
22. csc
19
6
= _____
= _____
13
4
23. cot
= _____
9
2
24. sec 7
= _____
= _____
25.
See if you can still graph the following basic graphs without using a calculator or the internet. You’ll
need to know them very, VERY well. Please give the Domain, Range, and a sketch of each, showing
asymptotes when appropriate:
26. y  x 2
27. y  x 3
28. y  x
D:
D:
D:
R:
R:
R:
29. y  ln( x )
30. y  e x
31. y 
D:
D:
D:
R:
R:
R:
x
21
32. y  x
33. y 
D:
D:
R:
R:
34. y  sin( x)
1
x
35. y  cos(x)
36. y  tan( x )
D:
D:
D:
R:
R:
R:
You should be able to expand binomials (meaning, multiply them) quickly and easily. Please box the
simplified expansions of the following:
37. ( x  3) 2
38. ( x  3) 2
(If you get x 2  9 please look again!)
39. ( x  2)3
40. ( x  2)3
22
AP Calculus Worksheet #2
You need to be able to deal with inequalities as well. Write your answers in interval notation (you can
use a number line to check your answer).
42. Find the solution interval: x  6  3
41. Find the solution interval: x 2  9
And you have to be able to think!
43. Which of the following is always correct if a  b ? For the false choices, give a counter-example.
(Hint: try using real numbers for a and b in each of the situations, and don’t forget to try negative
numbers)
(a) a  3  b  3
(b)  a  b
(d) 6a  6b
(e) a 2  ab
(c) 3  a  3  b
(f) a 3  a 2b
For #44—47 consider a line connecting two points: (-3, 7) (5, 9)
44. Find the slope of the line
45. Write the equation of the line in Point-Slope Form
23
46. Find the distance between the points:
Distance = _____
47. Find the midpoint between the points:
Midpoint =
(
,
)
Now let’s see if you remember how to tell the ways a graph has shifted just by looking at its equation:
48. Write the equation of the vertical asymptote(s) for y  2 
5
x4
49. Write the equation of the horizontal asymptote(s) for y  2 
5
x4
50. Normally y  sin( x) can only have answers that fall in the Range of [-1, 1], how does that change if
the amplitude is changed to y  5 sin( x ) ?
51. List all reflections, stretches, and shifts that have occurred to the parent graph of the following
equation?
y  3Ln( x  4)  2
Reflected over the:
Stretched vertically/horizontally by a factor of:
Shifted up/down/left/right:
24
And finally, use the given graph to find the following limits:
52. Find
lim = _____
x 3
53. Find
lim = _____
x 2 
54. Find
4
2
3
lim = _____
x 
25
AP Calculus Worksheet #3
Here we go again, get ready for some refreshments!
The postmark deadline for this review is July 25th
Some more expansions!
But with symbols rather than numbers. Please box your final simplified expansion and FYI: “ x ”is one
symbol. If you don’t like it, change it to “y” and change it back in your final expansion.
1. ( x  x)2
2. ( x  x)3
3. ( x  h) 2
4. ( x  h) 3
5. Find the inverse of f ( x ) 
3
1
x2
6. Given f(x) and g(x), find f(g(2))
1
𝑓(𝑥) = 𝑥
𝑔(𝑥) =
1
√𝑥+2
26
For # 7—11, solve for real values of x. Keep in mind, you can simply use a graphing calculator to solve
these quickly…………if you remember how.
7. x  3  3  x
8.
( x  5) 2  x  5
9.
6x  7  3  2x
10. x 3  3 x 2  4 x  12  0
(try synthetic division by choosing a factor of 12 to go in the
“box”)
3
2
11. x  3x  3x  1  0
(you might notice a similarity with your expansion to #4)
27
For # 12—15, use y  3  x
12. For what value of x does y = 7?
______
13. For what value of x does y = 0? ______
14. What is the domain of this function? ____________ 15. What is the range of this function? ______
For # 16—23, are the following statements True or False? Ask yourself if the two sides are equivalent.
Analyze both sides and try to figure out what I did; was it a legal operation?
16.
3r
r

3s  t s  t
20. 4 
4
a 4a

b b
17.
21. 4 
1
1 1
 
pq p q
a 4a

b 4b
22. 4 
18.
x y x y
 
5
5 5
a  b 4a  b

c
c
19. 4 
a a

b 4b
23.
a  b 4a  4b

c
c
For #24—28, solve for all real values of x. Keep an eye out for extraneous solutions.
24. 3 log 8 x  6
25. 2 ln( x  4)  1
x
26. 7  2e  21
28
1
27. ln x  ln( 4 x)  ln( 16)
x
28. e 5  4
For 29—30, find all possible values of x over the given interval
29. sin x  
3
2
0  x  4
30. cot x  1
0  x  2
For #31—33, reduce the power
(check your Pre-Calculus notes for the “Power Reducing Identities” from section 5.4)
31. sin 2 8 x
32. 2 sin x cos 2 3x
29
33. 5 sin 3 2 x
34. Is f ( x)  ( x  2) 3 a 1 – 1 function? Prove your answer algebraically.
𝜋
35. Graph 𝑓(𝑥) = 2𝑠𝑖𝑛 (𝑥 − 4 ) + 1 on the interval 0 ≤ 𝑥 ≤ 2𝜋
Then name its
a) Amplitude:
b) Period:
c) Reflection(s) over the:
d) Shifts:
Determine if #36—37 are Even, odd, or neither? Then use that knowledge to state their symmetry.
36. 𝑦 = 1 − 𝑐𝑜𝑠𝑥
37. 𝑦 = 𝑥 2 + 1
30
Well, the good news is that you can just bring this
one with you to our very first class!
1. Write an equation for the line through (2, 3) and (4, -5) in slope-intercept form and box your
answer.
2. Determine the domain and range of y = 3x - 2. Write your answers in interval notation.
D:
R:
3. Graph the piecewise function, then state its domain and range.
−𝑥 + 1
𝑓(𝑥) = {−𝑥 + 2
𝑥2
𝑥<1
1≤𝑥≤2
2<𝑥
Domain:
Range:
For #4—7, factor each of the quadratics.
4. x 2  11x  24
5. 3 x 2  12 x  12
31
6. 4 x 2  6 x  18
7. 9 x 2  25
8. Categorize the indicated x-values as being “continuous,” a “removable discontinuity,” or a “nonremovable discontinuity.”
x = -3
x = -1
x=0
x=5
3
1
5
9. Now, let’s test your memory of the Trig.Value Table. Try to fill in as much of it as possible from
memory. I am trusting you to be honest with how much you can actually remember. Don’t worry, this
part of the worksheet will not be graded, but should still be done! It’s just practice to see how much of
the table you still have memorized, so you’ll know what parts you need to practice. Who knows, there
may be a quiz on it the first week of school!!! (*wink wink*)

Sin(x)
Cos(x)
Tan(x)
Csc(x)
Sec(x)
Cot(x)
0
𝝅
𝟔
𝝅
𝟒
𝝅
𝟑
32
𝝅
𝟐
Match each of the graphs to its equation. It is important that you are able to do this without a
calculator or other graphing resource:
10. f ( x)   x  1
11. f ( x)   x  1
f ( x)   x  2  1 14. f ( x)  ( x  2) 3
f ( x)   x 3  1
12. f ( x)   x  2  1
13.
15. f ( x)  ( x  2) 3
16.
17. f ( x)  ( x  1) 3
18. f ( x)  e  x 3  2
19. f ( x)  e x 3  2
20. f ( x)  e  x  1
21. f ( x)  e  x 1
22. f ( x) 
23. f ( x)   x  1  2
24. f ( x) 
 x 5
25.
27. f ( x)  ( x  1) 2
28. f ( x)  ( x  2) 2
29.
31. f ( x)   ln( x)
32. f ( x)  ln(  x  1)
33.
 x 1  2
f ( x)   x  5
26. f ( x)  ( x  1) 2
f ( x)  ( x  2)
30. f ( x)  ln(  x)
f ( x)   ln( x  1)
1
34. f ( x )  
x 1
2
____
35. f ( x) 
1
 x 1
36. f ( x) 
____
[-6, 6] , [-4, 4]
____
37. f ( x) 
[-6, 6] , [-4, 4]
[-6, 6] , [-4, 4]
____
[-6, 6] , [-4, 4]
[-6, 6] , [-4, 4]
1
x 1
____
____
____
1
x 1
____
[-6, 6] , [-4, 4]
____
33
[-6, 6] , [-4, 4]
[-6, 6] , [-4, 4]
[-6, 6] , [-4, 4]
____
____
[-6, 6] , [-4, 4]
[-6, 6] , [-4, 4]
____
____
[-6, 6] , [-4, 4]
____
[-6, 6] , [-4, 4]
34
Social Sciences
2013 Summer Assignment
AP European History
Mr. Gompper
Welcome everyone! I hope that you are as excited for the upcoming year as I am. I look
forward to a challenging and hopefully rewarding year.
Over the summer you will be asked to read the book, The Diary of a Napoleonic Foot Soldier by
Jakob Walter. If you wish to purchase the book yourself the cheapest place to find it is Amazon.com
(http://www.amazon.com/Diary-Napoleonic-FootSoldier/dp/0140165592/ref=sr_1_1?ie=UTF8&s=books&qid=1303848469&sr=1-1) or you may borrow a
book from me through the front office over the summer. Just make sure to sign it out so that I can track
their location. These books are a first come first serve basis and once they are gone they are gone. Your
assignment will be to answer each question listed below. In addition, I would like you to list and
define any new vocabulary that you may have come across in the reading. The purpose of this paper is
to gauge your grasp of writing and organization using historical information. This will provide me with
knowledge of what you know and what we need to work on.
I would like your paper to be typed, double spaced, size 12 Times New Roman font, and with 1
inch margins all the way around the edges.
Your paper will be due the SECOND DAY OF CLASS just in case you were to forget to bring it
over summer. If you finish your paper early please feel free to email it to me at joshua.gompper@polkfl.net
I look forward to meeting all of you in the fall!
The Diary of a Napoleonic Foot Soldier by Jakob Walter



Introduction
o Did you learn anything new from this introduction?
Campaign of 1806 – 1807
o How did soldiers behave during the course of the war? Provide examples from the text.
o Does the organization and discipline of the army in Walter’s time resemble that of
armies today? Explain your answer.
Campaign of 1809
o What sort of relationship did Jakob have with his brother? Justify your answer with
examples.
o Briefly compare and contrast the campaigns of 1806-1807 to that of 1809.
35


Campaign of 1812 – 1813
o Try to explain Jakob’s and other soldiers pre-occupation with finding and consuming
alcohol. Why is it such a central story line in his diary?
o Why do you think the images dealing with obtaining food and supplies show ease and
abundance while the diary depicts an opposing viewpoint? Which of the two are you
more inclined to believe? Why?
o Describe the Grand Armee’s retreat from Moscow in your own words.
Book Summary
o “An army marches on its stomach.”
- Napoleon Bonaparte
o Do you think this quote is true and discuss how it is portrayed throughout the diary of
Jakob Walter.
36
2013 Summer Assignment
AP Psychology
Ms. Gehlsen
margaret.gehlsen@polk-fl.net
The following assignment will be due the second week of the 2013-2014 school
year (the week of September 2-6).
Your summer assignment is going to involve a bit of research into the general
perspectives in psychology and its history.
You will need to write a brief description of each of the following people or terms
/ perspectives. Brief, would be a decent paragraph demonstrating that you have a
general knowledge of what or whom you are referring to.
1. What is psychology???
2. The contributions of both Wilhelm Wundt and G. Stanley Hall in the birth of
psychology as a new science.
3. The debut of behaviorism and the contribution of John Watson. In this
paragraph, you must demonstrate knowledge of what behaviorism is….and
John Watson’s contribution.
4. Psychoanalytic approach and Sigmund Freud.
5. Ivan Pavlov and his research on classical conditioning. (just basic
information on Pavlov and a brief description of how he “discovered”
classical conditioning.)
6. B.F. Skinner and his research on operant conditioning. (same as above…)
7. The humanist approach to psychology.
8. The debate of nature vs. Nurture.
37
2013 Summer Assignment
AP United States History
Ms. Goble or Ms. Love
We are both excited to have you in one of our AP U.S. History classes for school year 2013-2014. But to
get a head start we’d like you to create some study aides that we will use and add to throughout the
school year.
1. Presidents: on a note card you will write the name of the president, dates of their presidency,
political party, and the name(s) of their vice presidents. So for example:
George Washington
1789 – 1797
Federalist Party
Vice President John Adams
Need a listing of the presidents? Check out:
http://www.enchantedlearning.com/history/us/pres/list.shtml
2. Vocabulary: there are quite a few terms that you will need to learn for the AP exam. We would
like for you to create notecards for each of the following vocabulary. After writing the
vocabulary word on one side, write a one to two sentence definition on the other side, but leave
some room to add additional notes from class.
38
Spanish America
1. Christopher Columbus
2. Hernando Cortes
Colonial America
1. Jamestown
2. Capt. John Smith
3. Plymouth Colony
4. Pilgrims
5. Puritans
6. Mayflower Compact
7. MA Bay Colony
8. John Winthrop
9. “City upon a Hill”
10. VA House of Burgesses
11. Proprietorship
12. George Calvert
Revolutionary America
1. Proclamation of 1763
2. Stamp Act 1765
3. Stamp Act Congress
4. Declaratory Act 1766
5. Boston Massacre 1770
6. Crispus Attucks
7. Intolerable (Coercive) Acts
8. Articles of Confederation
9. Lexington and Concord
10. French Alliance 1778
11. Treaty of Paris 1783
12. Northwest Ordinance of 1787
The Constitution and Early Republic
1. Constitutional Convention 1787
2. Virginia Plan
3. Connecticut Plan
4. Anti-Federalists
5. Jay Treaty 1794
6. Washington’s Farewell Address 1796
7. John Adams
8. Strict/Loose Construction
9. Republican Motherhood
Jefferson, Madison, Monroe
1. Louisiana Purchase
2. Judiciary Act of 1801
3. Marbury v. Madison 1803
4. McCulloch v. Maryland 1819
5. Gibbons v. Ogden 1824
6. Macon’s Bill #2
7. Henry Clay (KY)
8. Hartford Convention 1814
9. “Era of Good Feelings”
10. Adams Onis Treaty 1819
11. Monroe Doctrine (1823)
12. Eli Whitney
13. Denmark Vessey (1822)
3. Montezuma
4. Treaty of Tordesillas
5. Ponce de Leon
13. Act of Toleration (1649)
14. Bacon’s Rebellion
15. Headright System
16. Indentured Servant
17. Antinomianism
18. Roger Williams
19. Anne Hutchinson
20. Quakers
21. William Penn
22. Mercantilism
23. Navigation Acts
24. Triangle Trade
25. Halfway Covenant
26. First Great Awakening
27. Jonathan Edwards
28. Cotton Mather
29. Salem Witch Trials
30. Poor Richard’s Almanac
31. John Peter Zenger, Free Press
32. French and Indian War
33. Albany Plan of Union
34. Treaty of Paris 1763
35. New England Dom/Confed
36. Salutary Neglect
13. Sugar Act 1764
14. Quartering Act 1765
15. Sons of Liberty
16. Townshend Acts
17. Patrick Henry
18. Committees of Correspondence
19. Quebec Act 1774
20. Second Cont. Congress 1775
21. Olive Branch Petition
22. Loyalists (Tories)
23. Shay’s Rebellion
24. Richard Henry Lee
25. Virtual Representation
26. Virginia Resolves
27. Writs of Assistance
28. Samuel Adams
29. John Dickinson
30. Boston Tea Party 1773
31. First Cont. Congress 1774
32. Common Sense
33. Battle of Saratoga
34. Battle of Yorktown 1781
35. Annapolis Convention
36. Declaration of Independence
10. James Madison
11. New Jersey Plan
12. 3/5 Compromise
13. Federalist Papers (#10 esp.)
14. Whiskey Rebellion 1794
15. Democratic Republican Party
16. Alien and Sedition Acts
17. “Citizen” Genet
18. Pinckney’s Treaty
19. Alexander Hamilton
20. Thomas Jefferson
21. Federalists
22. Judiciary Act of 1789
23. George Washington
24. XYZ Affair
25. VA and KY Resolutions 1799
26. Revolution of 1800
14. Lewis and Clark
15. “Midnight Judges”
16. John Marshall
17. Dartmouth v. Woodward 1819
18. Aaron Burr
19. War Hawks
20. War of 1812
21. Treaty of Ghent 1814
22. Tariff of 1816
23. Panic of 1819
24. Erie Canal
25. Samuel Slater
26. James Monroe
27. Sacajawea
28. Judicial Review
29. Fletcher v. Peck 1810
30. Cohens v. Virginia 1821
31. Embargo Act 1807
32. John C. Calhoun (SC)
33. Impressments
34. Battle of New Orleans
35. Rush Bagot Agreement
36. Missouri Compromise (1820)
37. Robert Fulton
38. Lowell Factory Girls/System
39
2013 Summer Assignment
AP World History
Mr. Gompper or Mrs. Tillmannshofer
Welcome everyone! We hope that you are as excited for the upcoming year as we are. We look
forward to a challenging and hopefully rewarding year.
Over the summer you will be asked to read the book, A History of the World in Six Glasses, written
by Tom Standage. If you wish to purchase the book yourself the cheapest place to find it is Amazon.com
(http://www.amazon.com/History-World-6Glasses/dp/0802715524/ref=sr_1_1?s=books&ie=UTF8&qid=1302699988&sr=1-1) or you may borrow a
book from us through the front office over the summer. Just make sure to sign it out so that we can track
their location. These books are on a first come first serve basis and once they are gone they are gone.
Your assignment will be to answer ONE question about each topic and then write a generic summary and
reflection. The purpose of this paper is to gauge your grasp of writing and organization using historical
information. This will provide us with knowledge of what you know and what we need to work on.
We would like your paper to be typed, double spaced, size 12 Times New Roman font, and with 1
inch margins all the way around the edges.
Your paper will be due the SECOND DAY OF CLASS just in case you were to forget to bring it over
summer. If you finish your paper early please feel free to email it to us at
joshua.gompper@polk-fl.net
tara.tillmannshofer@polk-fl.net
We look forward to meeting all of you in the fall!


A History of the World in Six Glasses – Tom Standage
Beer in Mesopotamia and Egypt
o Describe the creation process of the world’s first beer.
o Explain the roles beer played in social gatherings. Do any traditions survive today?
o Compare and contrast the use of and value of beer in Mesopotamia and Egypt.
Wine in Greece and Rome
o How did wine become popular within the Middle East, the home of beer?
o How did wine help Greece and later Rome dominate world trade?
o Explain wine’s importance to Greek society, especially their symposiums.
o Highlight the reasons for drinking wine between Christians and Muslims.
Continued on Next Page….
40

Spirits in the Colonial Period
o How did rum play a role in the Atlantic Slave Trade?
o What role did whiskey play in America’s westward expansion?

Coffee in the Age of Reason
o Compare and contrast coffee to pre-established beverages like wine and beer and
their acceptance within society.
o Discuss and provide both sides of the Islamic argument for coffee. Which side do you
support?
o As coffee’s popularity grew, did everyone in Europe embrace it? If not, provide who
they were and their reasons.
o Compare and contrast a coffeehouse in England and France.

Tea and the British Empire
o Explain the significance of tea in Chinese and Japanese societies.
o What role did tea play during the English Industrial Revolution?
o How did tea influence the actions of the British East India Company specifically their
military campaigns?

Coca-Cola and the Rise of America
o What process did Coca-Cola use to market to children? Why did they have to resort
to this as opposed to outright marketing?
o How did Coca-Cola help the American war effort during the Second World War?
o What problems were faced by Coca-Cola in their efforts to globally expand following
the Second World War? How were they solved?
o How does the rise of Coca-Cola mirror the rise of American power and influence
internationally?

Epilogue
o After reading the epilogue and book, what are your personal thoughts on the power
and importance of water?

Summary
o Write a general reflection of this book. Were there items that sparked your interest?
Anything that was unclear or difficult to grasp. Your summary should not be any
longer than 1 double spaced typed page.
41
A.P. Spanish Language & Culture Summer Assignment
Es un placer darles la bienvenida a la clase de A.P. de español & cultura. Durante el verano tendrán asignada
la obra teatral, “La casa de Bernarda Alba”, del gran poeta, dramaturgo y escritor español, Federico García Lorca. En
esta clase tendremos el gusto y el placer de explorar los géneros literarios y los grandes escritores de la literatura
hispanoamericana, dándole por supuesto, énfasis a la gramática y la cultura en general de los 21 países
hispanohablantes. Por ende, el proceso de enseñanza-aprendizaje será uno de diversas experiencias gratificantes, en
especial, con nuestra primera novela, enriqueciendo nuestro vernáculo, o sea lengua materna. Su asignación para el
verano será de la siguiente manera:
 Leerás la obra teatral, dándole énfasis a los personajes, la función y descripción de cada uno de
ellos.
 Realizaran un “Análisis descriptivo de la novela”, o sea, un resumen de la misma, los detalles más
relevantes, lo mínimo, de 150 palabras, en manuscrito, no a computadora. ¡Para entregar en papel de
composición!
 Analizarás la biografía de este gran escritor: Federico García Lorca, desde sus grandes
aportaciones a la literatura hasta como persona y escritor; su vida.
 Durante la primera semana en agosto discutiremos la misma, estarán preparados para su primer
examen de comprobación de lectura y vocabulario. (OJO: La fecha se anunciará el primer día de
clase).
¡Muchas gracias, y bienvenidos a la aventura de tus raíces!
Sincerely,
Mr. Radamés Cruz-Medina, M.A.
Spanish Teacher
Haines City Senior High School
& International Baccalaureate East
radames.cruzmedina@polk-fl.net
Biografía de Federico García Lorca
Federico García Lorca (Fuente Vaqueros,1 Granada, 5 de junio de 1898 – entre Víznar y Alfacar, Granada,
19 de agosto de 1936)3 , poeta, dramaturgo y prosista español, también conocido por su destreza en muchas
otras artes. Adscrito a la llamada Generación del 27, es el poeta de mayor influencia y popularidad de la
literatura española del siglo XX. Como dramaturgo, se le considera una de las cimas del teatro español del
siglo XX, junto con Valle-Inclán y Buero Vallejo.
42
Murió fusilado tras la sublevación militar de la Guerra Civil Española. Las causas de su ejecución son
ampliamente debatidas; las hipótesis incluyen su afinidad con el Frente Popular, ser abiertamente
homosexual y desentendimientos familiares
Nació en el municipio de Fuente Vaqueros, Granada (España), en el seno de una familia de posición
económica desahogada, el 5 de junio de 1898, y fue bautizado con el nombre de Federico del Sagrado
Corazón de Jesús García Lorca; su padre fue Federico García Rodríguez (1859–1945), un hacendado, y su
madre, Vicenta Lorca Romero (1870–1959) fue la segunda esposa de su padre,5 maestra de escuela que
fomentó el gusto literario de su hijo.
Desde los 2 años, según uno de sus biógrafos, Edwin Honig, Federico García Lorca mostró su habilidad para
aprender canciones populares, y a muy corta edad escenificaba en miniatura oficios religiosos. Su salud fue
frágil y no empezó a caminar hasta los cuatro años. Leyó en su casa la obra de Víctor Hugo y de Miguel de
Cervantes. Como estudiante fue algo irregular. De niño lo pusieron bajo la tutela del maestro Rodríguez
Espinosa, en Almería, ciudad en la que residió con su familia entre 1906 y 1909[cita requerida]. Inició el
bachillerato de vuelta a su provincia natal y abandonó la Facultad de Derecho de Granada para instalarse en
la Residencia de Estudiantes de Madrid (1918–1928); pasado un tiempo, regresó a la Universidad de
Granada, donde se licenció en Derecho, aunque nunca ejerció la abogacía, puesto que su vocación era la
literatura
La ubicación meridional de Granada, donde se encontraba viva la herencia mora, el folclore, el oriente y una
geografía agreste, quedó impresa en toda su obra poética, donde los romanceros y la épica se funden de
manera perceptible. Después de su madre, fue Fernando de los Ríos quien estimuló el talento del entonces
pianista en favor de la poesía; así, en 1917 escribió su primer artículo sobre José Zorrilla, en su aniversario.
La España de García Lorca era la de la Edad de Plata, heredera de la Generación del 98, con una rica vida
intelectual donde los nombres de Francisco Giner de los Ríos, Benito Pérez Galdós, Miguel de Unamuno y,
poco después, Salvador de Madariaga y José Ortega y Gasset imprimían el sello distintivo de una crítica
contra la realidad de España.
Influyeron, además, en la sensibilidad del poeta en formación Lope de Vega, Juan Ramón Jiménez, Antonio
Machado, Manuel Machado, Ramón del Valle-Inclán, Azorín y el Cancionero popular.
Preguntas para realizar acerca de la obra teatral: “La casa de Bernarda Alba”
Acto 1
1. ¿Qué dicen las criadas respecto a Bernarda Alba antes de que ella regrese de la misa?
2. ¿Qué se percata de las palabras y acciones de Bernarda Alba cuando finalmente llega a casa?
3. Bernarda explica el luto riguroso que se ha de llevar en la casa. ¿Qué han de hacer las mujeres durante este
tiempo?
4. ¿Cómo reacciona Magdalena ante el rigor del luto? ¿Qué le dice la madre sobre los roles masculinos y
femeninos?
43
5. ¿Por qué le pega Bernarda a Angustias? ¿Con quién va a casarse Angustias? ¿Por qué ha elegido a ella
entre las hermanas?
6. ¿Qué le cuentan la Poncia a Bernarda sobre Paca la Roseta?
7. ¿Quién sale al final de la escena? ¿De dónde sale? ¿De quién habla?
Acto 2
1. ¿Qué incongruencia hay entre la hora que dice Angustias que partió Pepe de su balcón y la hora que dicen
Poncia y Amelia? ¿Qué misterio podría indicar esta diferencia de opinión? ¿Qué se sabe luego de lo que está
pasando?
2. ¿Qué consejos le da Poncia a Adela?
3. ¿Qué pasó con el retrato que Angustias tenía de Pepe? ¿Qué razón da Martirio por llevarse el retrato?
¿Cómo interpreta Poncia a Bernarda la razón por este robo? ¿Cómo reacciona bernarda?
4. ¿Qué nuevo acto escabroso ocurre en el pueblo al final del acto?
Acto 3
1. ¿Qué consejos le da Bernarda a Angustias respecto a lo que ha de esperar en su matrimonio?
2. ¿De que hablan Bernarda y Poncia antes de acostarse?
3. María Josefa vuelve a escaparse. ¿Qué trae entre brazos? ¿Qué quiere hacer? ¿Sabe ella lo que está
pasando en la casa?
4. ¿Qué descubre Martirio? ¿Qué le dice Adela? ¿Qué le confiesa Martirio?
5. Explica el climax y el desenlace del drama. ¿Qué hizo Adela al creer que Pepe había sido fusilado por
Bernarda? ¿Era verdad que Pepe murió? ¿Qué demanda Bernarda al final del acto?
(OJO: Dudas o preguntas, me lo dejan saber inmediatamente por el internet)
44
Biografía de Federico García Lorca
Federico García Lorca (Fuente Vaqueros,1 Granada, 5 de junio de 1898 – entre Víznar y Alfacar, Granada,
19 de agosto de 1936)3 , poeta, dramaturgo y prosista español, también conocido por su destreza en muchas
otras artes. Adscrito a la llamada Generación del 27, es el poeta de mayor influencia y popularidad de la
literatura española del siglo XX. Como dramaturgo, se le considera una de las cimas del teatro español del
siglo XX, junto con Valle-Inclán y Buero Vallejo.
Murió fusilado tras la sublevación militar de la Guerra Civil Española. Las causas de su ejecución son
ampliamente debatidas; las hipótesis incluyen su afinidad con el Frente Popular, ser abiertamente
homosexual y desentendimientos familiares
Nació en el municipio de Fuente Vaqueros, Granada (España), en el seno de una familia de posición
económica desahogada, el 5 de junio de 1898, y fue bautizado con el nombre de Federico del Sagrado
Corazón de Jesús García Lorca; su padre fue Federico García Rodríguez (1859–1945), un hacendado, y su
madre, Vicenta Lorca Romero (1870–1959) fue la segunda esposa de su padre,5 maestra de escuela que
fomentó el gusto literario de su hijo.
Desde los 2 años, según uno de sus biógrafos, Edwin Honig, Federico García Lorca mostró su habilidad para
aprender canciones populares, y a muy corta edad escenificaba en miniatura oficios religiosos. Su salud fue
frágil y no empezó a caminar hasta los cuatro años. Leyó en su casa la obra de Víctor Hugo y de Miguel de
Cervantes. Como estudiante fue algo irregular. De niño lo pusieron bajo la tutela del maestro Rodríguez
Espinosa, en Almería, ciudad en la que residió con su familia entre 1906 y 1909[cita requerida]. Inició el
bachillerato de vuelta a su provincia natal y abandonó la Facultad de Derecho de Granada para instalarse en
la Residencia de Estudiantes de Madrid (1918–1928); pasado un tiempo, regresó a la Universidad de
Granada, donde se licenció en Derecho, aunque nunca ejerció la abogacía, puesto que su vocación era la
literatura
La ubicación meridional de Granada, donde se encontraba viva la herencia mora, el folclore, el oriente y una
geografía agreste, quedó impresa en toda su obra poética, donde los romanceros y la épica se funden de
manera perceptible. Después de su madre, fue Fernando de los Ríos quien estimuló el talento del entonces
pianista en favor de la poesía; así, en 1917 escribió su primer artículo sobre José Zorrilla, en su aniversario.
La España de García Lorca era la de la Edad de Plata, heredera de la Generación del 98, con una rica vida
intelectual donde los nombres de Francisco Giner de los Ríos, Benito Pérez Galdós, Miguel de Unamuno y,
poco después, Salvador de Madariaga y José Ortega y Gasset imprimían el sello distintivo de una crítica
contra la realidad de España.
Influyeron, además, en la sensibilidad del poeta en formación Lope de Vega, Juan Ramón Jiménez, Antonio
Machado, Manuel Machado, Ramón del Valle-Inclán, Azorín y el Cancionero popular.
Preguntas para realizar acerca de la obra teatral: “La casa de Bernarda Alba”
Acto 1
1. ¿Qué dicen las criadas respecto a Bernarda Alba antes de que ella regrese de la misa?
45
2. ¿Qué se percata de las palabras y acciones de Bernarda Alba cuando finalmente llega a casa?
3. Bernarda explica el luto riguroso que se ha de llevar en la casa. ¿Qué han de hacer las mujeres durante este
tiempo?
4. ¿Cómo reacciona Magdalena ante el rigor del luto? ¿Qué le dice la madre sobre los roles masculinos y
femeninos?
5. ¿Por qué le pega Bernarda a Angustias? ¿Con quién va a casarse Angustias? ¿Por qué ha elegido a ella
entre las hermanas?
6. ¿Qué le cuentan la Poncia a Bernarda sobre Paca la Roseta?
7. ¿Quién sale al final de la escena? ¿De dónde sale? ¿De quién habla?
Acto 2
1. ¿Qué incongruencia hay entre la hora que dice Angustias que partió Pepe de su balcón y la hora que dicen
Poncia y Amelia? ¿Qué misterio podría indicar esta diferencia de opinión? ¿Qué se sabe luego de lo que está
pasando?
2. ¿Qué consejos le da Poncia a Adela?
3. ¿Qué pasó con el retrato que Angustias tenía de Pepe? ¿Qué razón da Martirio por llevarse el retrato?
¿Cómo interpreta Poncia a Bernarda la razón por este robo? ¿Cómo reacciona bernarda?
4. ¿Qué nuevo acto escabroso ocurre en el pueblo al final del acto?
Acto 3
1. ¿Qué consejos le da Bernarda a Angustias respecto a lo que ha de esperar en su matrimonio?
2. ¿De que hablan Bernarda y Poncia antes de acostarse?
3. María Josefa vuelve a escaparse. ¿Qué trae entre brazos? ¿Qué quiere hacer? ¿Sabe ella lo que está
pasando en la casa?
4. ¿Qué descubre Martirio? ¿Qué le dice Adela? ¿Qué le confiesa Martirio?
5. Explica el climax y el desenlace del drama. ¿Qué hizo Adela al creer que Pepe había sido fusilado por
Bernarda? ¿Era verdad que Pepe murió? ¿Qué demanda Bernarda al final del acto?
(OJO: Dudas o preguntas, me lo dejan saber inmediatamente por el internet)
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