Notre Dame Summer Reading 2011- 2012
Senior AP Government
AP Gov Cobras,
I am very excited about teaching you next year as seniors! I anticipate that we will have an exciting
semester together. In order to cover all the topics for the AP exam, you will need to do some work over
the summer. There are three chapters that you will complete over the summer. Please read and
complete the assignments that accompany each section.
In addition to the textbook reading, you will need to complete the questions that accompany Enrique’s
journey. The issues brought up in the book will be integrated into our study of politics and how the
government works.
Please bring this work in the first day of class. If you have any questions, I will check my email every two
weeks or so over the summer. I hope you enjoy your summer before your SENIOR year! 
Ms. DeSilva
Assignment outline:
A. Textbook reading
Chapter 1: Constitutional Democracy
Read and take notes.
Chapter 4: Political Culture and Ideology
Read and complete chart.
Chapter 5: The American Political Landscape.
Read and complete web.
B. Enrique’s Journey
Answer the questions on the reading guide as you read.
Chapter 4
1. Know vocabulary.
2. Describe “shared values” in American political culture.
3. What political and economic developments/events have shaped American political culture?
Give specific examples.
4. Describe each of the political ideologies and then evaluate their strengths and drawbacks.
(Some of the strengths and weaknesses will be listed in the text book, you must critically analyze
and come up with others on your own.)
Liberalism
Key beliefs
Strengths
Drawbacks
Conservatism
Key beliefs
Strengths
Drawbacks
(Chapter 4 continued)
Libertarianism
Key beliefs
Strengths
Drawbacks
Socialism
Key beliefs
Strengths
Drawbacks
5. Why is are these ideological labels problematic?
6. Compare and contrast the ideologies.
Chapter 5
1. Know vocabulary.
2. What is political socialization and political predisposition?
3. How have geographic characteristics of our country shaped our national identity?
4. Describe sectional differences within the U.S.
5. How does racial and ethnic identity shape political beliefs and behavior?
Native American
African American
Latino
Asian American
Ethnicity
(Chapter 5 continued)
6. Create a web diagram that explains how each of these factors influences political behavior and
attitudes.
gender
sexual
orientation
education
How does each
factor influence
political
behavior and
attitudes?
age
occupation
family
religion
wealth and
income
Enrique’s Journey
AP Government
This year the entire school community will be reading Enrique’s Journey as part of the Notre Dame Reads
program. Community events during the upcoming school year will allow for discussion and exploration
of the issues this book examines. Students will be examining the issues in the book in their classes.
Please actively the book and as you read or at the end of each chapter, take the time to thoughtfully
respond to the questions. The responses do not need to be in full sentences or paragraphs. You can just
cite examples or references to the book. Bring the book and responses to your World History class on the
first day of school.
Prologue
1. What motivated Sonia Nazario to investigate the immigration of children from Latin American
to the United States?
2. How did she prepare for this journey?
3. Why do Latinos come to the U.S.? How many come to the U.S.?
Chapter 1: The Boy Left Behind
1. What memories does Enrique have of his mother?
2. Why does Lourdes leave or the U.S.?
3. Describe Lourdes’ life in the U.S. – jobs, homes, lifestyle, community.
4. What do children in Honduras do to meet their basic needs?
5. What challenges does Enrique face when living with various family members in Honduras?
Chapter 2: Seeking Mercy
1. Describe the corruption in police/law enforcement.
2. How does immigration from Central America affect Mexico.
3. Why do some not return home after they have physical harm such as amputation?
Chapter 3: Facing the Beast
1. What makes Chiapas so dangerous?
2. List reasons why the freight train called El Tren de la Muerte.
3. Why is it also referred to as El Tren Peligrino?
4. Why is La Arrocera a difficult stop for immigrants?
5. Who is Olga Sanchez and what does she do? Describe one migrant in her care.
6. How does Enrique blend in while in Oaxaca.
Chapter 4: Gifts and Faith
1. How is Veracruz different from Chiapas? What motivates residents in this area to act this way?
2. Give examples of individual and community acts to help migrants.
3. What are risks to helping migrants?
4. How do migrants treat one another?
5. How does Maria Rodriguez feel about migrants and why?
Chapter 5: On the Border
1. Describe the community that Enrique stays with on the border.
2. Why do some migrants want the INS to catch them?
3. What does Padre Leo do for migrants? Provide examples.
Chapter 6: A Dark River, Perhaps a New Life
1. Describe the experiences of children in Texas jail waiting for deportation.
2. Describe the smuggling ring El Triníndaro is part of.
3. How and why is forging the relationship between mother and son difficult?
Chapter 7: The Girl Left Behind
1. How does Enrique act once in the U.S.?
2. Should Maria immigrate to the U.S.? Explain pros and cons.
Afterward
1. Have things gotten better or worse after Enrique’s journey? Support your answer.
2. How is a home country affected by emigration?
3. How is the U.S. affected by legal and illegal immigration?
4. How and why has U.S. immigration policy fluctuated?