Download VBHS AP+ Program: 10th Grade Summer Assignment Welcome

VBHS AP+ Program: 10th Grade Summer Assignment
Welcome, Rising Sophomores!
We’re looking forward to an exciting year with you. Please review this handout for important
information regarding your summer assignments. There are three parts to this assignment handout;
depending on your courses next year, you will complete two or three parts.
 Taking Pre-AP English II AND AP World History? Complete Parts A, B, and C
 Taking AP World History only? Complete Parts A and B
 Taking Pre-AP English II only? Complete Parts A and C
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Part A: Current Events Editorials and SOAPSTones
WHY: Paying attention to current events feeds connections for understanding human history and the
important ideas explored in our literature. The SOAPSTone organizer (template attached) is a tool for
analyzing text, and is used throughout the year in both your English and history classes. This
assignment combines current events and the elements of the SOAPSTone to promote awareness of
world geography, current issues, and rhetorical analysis. You can receive a grade in both Pre-AP
English II and AP World History for completing this assignment (or one class if you are only taking one
of these.)
DUE: Monday, August 15th - 60 points
STEPS:
1. Look at the maps of the world attached to this assignment. Use the
map labeled “A Closer Look” to choose three of the labeled regions of
the world.
2. For each region you select, find an editorial / opinion article about a
current news event or issue that relates to the people and/or places of
that region. Look for an article written by an individual reporter or
editor, as opposed to a “wire” story with only a news agency for a byline
(Assoc. Press, Reuters, etc.). Articles must be no older than May 1, 2016
and should be approx. 750 words in length. Be sure to print or cut out
your articles to attach to your assignments.
3. Read the article, and then create a SOAPSTone graphic organizer to analyze the editorial. Answer the
guiding questions on the SOAPSTone template in complete sentences; highlight or annotate your
article to help you find evidence to support your thinking. You may type or handwrite your
SOAPSTones. Sample SOAPSTone organizer with guiding questions on the next page.
Questions?
For English: Contact Carrie Adams ([email protected])
For History: Contact Vicki Bayless ([email protected])
Part A: SOAPSTone Graphic Organizer for Rhetorical Analysis
Citing Evidence in Persuasive Text
CLOSE READING:
Read your article and look for text evidence to support your answers to as many of these guiding questions
as possible. Incorporate this text support into your writing for each element.
Create your own SOAPSTone organizer (typed or handwritten) for each of your articles.
S
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A
P
S
Tone
Who is the Speaker?
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Identify the speaker’s age, gender, class, and education.
The voice tells the story. Whose voice is being heard within the text?
What can you tell or what do you know about the speaker that helps you understand the point of view
expressed?
What is the Occasion?
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What is the time and place of the piece? What is the current situation (that prompted the writing)?
Is this a political event, a celebration, an observation, a critique, or …?
Identify the context of the text.
Who is the Audience?
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Who are the readers to whom this piece is directed? It may be one person or a specific group.
Does the speaker specify an audience?
What assumptions exist in the text about the intended audience?
What is the Purpose?
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What is the purpose behind the text? Why did the author write it? What is his goal? (To find the purpose, ask,
“What did the author want his audience to think or do as a result of reading this text?”)
What is the message?
How does the speaker convey this message?
What is the Subject?
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What topic, content, and ideas are included in the text?
State the subject in a few words or a short phrase.
Is there more than one subject?
How does the author present the subject? Is it introduced immediately or do you, the reader, have to make
an inference?
What is the Tone?
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What is the attitude of the author?
Is the author emotional, objective, neutral, or biased about this topic?
What types of details “tell” the author’s feelings about the topic?
What types of diction (choice of words), syntax (sentence structure), and imagery (metaphors, similes, and
other types of figurative language) help reflect the tone?
How would you read the passage aloud if you were the author?
Questions?
For English: Contact Carrie Adams ([email protected])
For History: Contact Vicki Bayless ([email protected])
Part B: Map of the World
Instructions:
Use the AP World History Regions Map and any other world maps to help you complete this assignment. Print
the map on the last page, then follow the instructions to label the map. As you create your map, do your best
to answer the Questions to Consider. Your labeled map and your answers to the Questions to Consider are due
in class on Monday, August 15th for 15 points.
AP World History Regions Map
Locate, Label and Shade:
Step 1: Using different colors, shade the College Board established regions for APWH.
Step 2: Draw circles around water regions.
Step 3: Use lines to designate distinction or border between other important global regions.
***Hint-Be sure to create a map legend.
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North America
Latin America
Central Asia
Middle East
North Africa
West Africa
Central Africa
Southern Africa
East Africa
South Asia
East Asia
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South East Asia
Caribbean
The Atlantic
The Mediterranean
Indian Ocean Network
Pacific Rim
Oceania
Sub-Saharan Africa
Siberia
Eastern/Western Europe
Europe/Asia
Questions to Consider: Geography and History are intertwined. Maps are used to illustrate and highlight
this connection. We will continually use maps throughout this course and will refer to the above
regions, therefore it is important you understand them. As you create and develop your map, consider
the following questions. Do your best to answer these questions. Handwrite your answers on a separate
sheet of paper. The answers to these questions must be in complete sentences. We will discuss these in
class and they might show up on a test or quiz (hint!).
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Why do you think these regions are not purely geographical?
What might be the rationale for the location of the boarders of the regions?
Which is more significant in defining these geographical regions: landforms or culture? Why?
In your opinion, do land regions or water regions become more important or less important as
history progresses? Why?
 When comparing the Eastern and Western Hemispheres, which has more divisions? Are the
reasons for this more historic or geographic?
Questions?
For English: Contact Carrie Adams ([email protected])
For History: Contact Vicki Bayless ([email protected])
Questions?
For English: Contact Carrie Adams ([email protected])
For History: Contact Vicki Bayless ([email protected])
Part B Support Document: AP World History Countries By Region
East Asia
Current Countries: China, Japan, North Korea, South Korea, Mongolia and Taiwan
Southeast Asia
Current Countries: Vietnam, Laos, Cambodia, Thailand, Burma, Malaysia
South Asia
Current Countries: India, Pakistan, Bangladesh, Sri Lanka
Central Asia
Current Countries: Former Soviet Republics of Asia, Afghanistan (NOT in the Middle East)
Southwest Asia/ Middle East
Current Countries: Turkey, Israel, Palestine and Lebanon, Arabian Peninsula, Syria, Iraq, Iran, Egypt
North Africa
Current Countries: Morocco, Algeria, Tunisia, Libya, Egypt
West Africa
Current Countries: Senegal, Gambia, Guinea Bissau, Guinea, Sierra Leone, Liberia, Cote’ D’Ivoire, Ghana, Togo,
Benin, Nigeria, Burkina Faso, Mauritania, Mali, Chad
Central Africa
Current Countries: Cameroon, Democratic Republic of the Congo, Republic of the Congo, Equatorial Guinea,
Central African Republic, Rwanda, Burundi, Angola
East Africa
Current Countries: Kenya, Uganda, Tanzania
Southern Africa
Current Countries: Namibia, Botswana, Zimbabwe, Mozambique, Swaziland, Lesotho, Republic of South Africa
Western Europe
Current Countries: Ireland, United Kingdom, Norway, Belgium, Denmark, Netherlands, Luxembourg, France,
Portugal and Spain, Italy, Switzerland (NOT Germany or Austria)
Central Europe
Current Countries: Germany, Austria, Czech Republic, Slovakia, Hungary, Serbia, Albania, Croatia, Slovenia,
Macedonia, Poland
Eastern Europe
Current Countries: Russia, Romania, Bulgaria, Lithuania, Estonia, Latvia, Belarus, Ukraine, Moldavia, Caucus
nations
Latin America and Caribbean
Current Countries: All of the countries south of the United States
North America
Current Countries: United States, Mexico, Canada
Australia and Oceania (Polynesia)
Current Countries: Australia, New Zealand, and Pacific Islands
Questions?
For English: Contact Carrie Adams ([email protected])
For History: Contact Vicki Bayless ([email protected])
Name: ___________________________________
Period _________________ Date _____________
Part B: AP World History World Regions Map
Questions?
For English: Contact Carrie Adams ([email protected])
For History: Contact Vicki Bayless ([email protected])
Part C:
Read and Annotate: Ray Bradbury’s Fahrenheit 451
Instructions: Obtain a copy of Ray Bradbury’s Fahrenheit 451 from a bookstore or library. As you read,
annotate and make at least one margin note per page. Bring your annotated novel to class on Monday,
August 15 for 40 points. Underlining and highlighting are not sufficient for your annotations. Your
annotations must include margin notes (use black or blue pen) in the book or on Post-It notes on each
page. We will use your work with this novel at the beginning of the year, and there will be a test after
we review the novel together.
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Helpful Hints: How to Annotate a Book
What is it? Annotation is marking the text with insightful comments or questions you have. Most
proficient readers already do this in their heads, but as soon as they are on the next page their
memory of what they just read becomes fuzzy, and analysis becomes a hit-or-miss game of trivia recall.
You might remember what happens or what you notice, but you might not.
Why do it? Think of annotations as showing your work while you read, just as you sometimes show
your work in a math problem. You are showing what you are thinking while you read and analyze, and
thinking is a word-based activity, not just a nebulous puff of energy. If you can’t articulate your
thoughts, then you have to question if you know what you are thinking. Thinking is a how you connect
to the text. This, of course, requires ACTIVE participation with the text, engaging your mind while you
read, not skimming the page. Listening to your music or the TV can split your focus so that you don’t
have as much of a connection with the text. Marking important sections can also be helpful in locating
them quickly during discussions.
What am I marking? Some of the things you may want to mark as you notice them are:
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Literary elements (symbolism, theme, foreshadowing, etc.)
Figurative language (similes, metaphors, personification, etc.)
Plot elements (setting, mood, conflict, etc.)
Diction (effective or unusual word choice)
Images (striking imagery that helps to create meaning)
Highlighting key words, phrases, or sentences and passages that are important to
understanding the work
Writing questions or comments in the margins
Bracketing important ideas or passages
Connecting ideas with lines or arrows
Questions?
For English: Contact Carrie Adams ([email protected])
For History: Contact Vicki Bayless ([email protected])
As you mark, you begin to notice patterns the author has or where he or she deviates from a pattern
and much of the work of a critical or analytical reader is noticing these patterns and variations. Notice
that annotations are meant to be more than a scavenger hunt for literary techniques and rhetorical
devices. Along with marking these, you should comment on the effectiveness or significance of the
device. It’s great if you can detect sibilance in a passage, but that in and of itself is useless unless you
can tell that this sibilance demonstrates the mental breakdown of a character for example. It’s amazing
if you recognize the hubris of a character, but how does this instance differ from those occurring
previously in the novel?
Note: If you find annotating while you read to be annoying and awkward, do it after you’ve finished
that section.
Try this? Here is one suggested format:
 Inside front cover: Major character list with small space for character summary and for page
references for key scenes or moments of character development, etc.
 Inside back cover: Build a list of themes, allusions, images, motifs, key scenes, plot line,
epiphanies, etc. as you read. Add page references and/or notes as well as you read.
 Bottom and side page margins: Interpretive notes (see list above), questions, and/or remarks
that refer to meaning of the page. Marking or notes to tie in with notes on the inside back
cover.
 Top margins: Plot notes – a quick few words or phrases which summarizes what happens here.
Go back after a chapter, scene, or assignment, and then mark it carefully. You should be
rereading the material. This is useful for quick location of passages in discussion and for writing
assignments.
Novel Analysis - Consider these suggestions while analyzing a novel
1. Personal Reaction – Describe your initial reaction to the novel and your feelings after completing it.
What is it about the novel that causes you to have the reaction you do?
2. Characterization
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In general, are the characters flat/round, static/dynamic, believable?
How are the characters revealed?
How complex are the characters?
How many characters are there? Who is the protagonist/antagonist?
What is the roles of the minor characters?
Questions?
For English: Contact Carrie Adams ([email protected])
For History: Contact Vicki Bayless ([email protected])
3. Plot
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How is the novel organized? Is it divided into chapters, or if not, how is it separated?
Describe how quickly the author involves the reader in the plot.
Does the author use flashback or dream sequences, stream-of-consciousness, chronological
order of events, foreshadowing, and parallel events?
Is it a simple or complex plot? Are their multiple plots?
Identify the basic events of the rising action.
Briefly describe the climax of the story.
How does the author use time to help the plot unfold?
Discuss the success (or lack thereof) of the novel’s ending.
4. Setting
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After having read the entire work, reexamine the opening scene and, in a few sentences,
discuss its importance. Why is it significant? (Hint: Pay attention to point-of-view, imagery,
symbolism, character development, theme, etc.)
4. Setting, cont.
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Describe any changes in setting which occur during the novel.
How does the setting contribute to the overall mood or atmosphere of the story?
What ties the characters to the setting?
5. Conflict
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Explain the major conflict in the work. Be specific as to who is pitted against whom or what.
Is the conflict resolved in the end? If so, how?
6. Mood and Tone
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Describe the different moods and atmospheres present in the novel.
Describe the tone of the language the author uses (See your Mood and Tone Words!)
7. Themes
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What is a major theme of the work? Remember that one word is not a theme; it’s a subject or a
topic. Themes are not a conflict such as man versus man. A major theme will reveal a universal
truth in the literature. State it in a sentence.
Ask yourself, what point is made in the novel about human nature in general?
8. Diction
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Is the language generally informal, formal, or neutral? Explain and give examples.
Does the author use much imagery? Metaphors or irony?
Questions?
For English: Contact Carrie Adams ([email protected])
For History: Contact Vicki Bayless ([email protected])
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Describe the style of language the author uses (plain, flowery, concise, lyrical, etc.)
Describe the type of sentences the author uses (short, choppy, long, descriptive, etc.)
Does the author’s use of diction indicate social status, education, or region?
How much dialogue is used? How distinct is the dialogue from character to character?
9. Significance of Title
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Comment on the title. What message does the author want to convey with the title?
Does the meaning of the title change for the reader from pre- to post-reading?
10. Syntax
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Are the sentences predominately simple or complex? What about length? Is there a variety in
sentence structures?
How formal are the sentences? Are there fragments?
Does the author use rhetorical questions, parallel structure, repetition, etc.?
Are the sentences loose or periodic?
How does the author use syntax to create rhythm and flow of the language?
How does the author use syntax to enhance effect and support meaning?
How to Annotate a Book
Adapted from 2010-11 Oak Hills High School Advanced Placement / Pre-AP English Handbook, Cincinnati, OH
Questions?
For English: Contact Carrie Adams ([email protected])
For History: Contact Vicki Bayless ([email protected])