Thursday, June 20, 2013

12th Grade - English Summer Assignment

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Constitution High School
2012 English Summer Reading Assignment
Twelfth Grade

For each book that you read, you must complete TEN reading logs. It might make sense to complete a reading log for each chapter or for every other chapter.  Just make sure you have completed ten by the end of each book.  

What is a reading log?
A reading log is your response to what you are reading.  You should complete your reading logs while you are reading the book.  You can use the sentences below to help you get started on each reading log.  However, these are just suggestions; you may write about other topics that interest you in the book as well.  Each reading log should be at least ten sentences. 
-       When I first started reading the book, I thought . .
-       This character reminds me of somebody I know because . . .
-       I can relate to this character because . . .
-       I think this setting is important because . . .
-       I like/dislike this character because . . .
-       This situation reminds me of when . . .
-       The character I admire most is ____________ because . . .
-       This scene makes me angry/sad/happy because . . .
-       In the middle of the book, I think . . .
-       One prediction I can make about the book is . . .
-       I like/dislike the author’s style because . . .
-       At the end of the book, I thought . . .
-       If I was this character, I would . . .
-       If I were the author of this book, I would have . . .

Please type your reading logs or write them neatly on lined paper.  Be sure to include your name as well as the title of each book you read.  Your English teacher will collect them on the first day of class.  You will also be completing a project based on one of the books, so be prepared to share your thoughts and ideas with your classmates! 

Choose one of the following books to read:
*Things Fall Apart by Chinua Achebe
Extremely Loud and Incredibly Close by Jonathan Safran Foer
War Dances by Sherman Alexie
*Slaughterhouse Five by Kurt Vonnegut
*The Woman Warrior: Memoirs of a Girlhood by Maxine Hong Kingston
*This Boy's Life: A Memoir by Tobias Wolff
*Drinking Coffee Elsewhere by ZZ Packer
Makes Me Wanna Holler: A Young Black Man in America by Nathan McCall

*Students entering AP English Literature must read at least two of the starred books.

Any questions please contact:
12th Grade English Ms. McCartney: mccartneychs@gmail.com
AP English Mr. Paul: mrpaulenglish@gmail.com

12th Grade - History Summer Assignment

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Constitution High School
2013 History Summer Reading Assignment 12th Grade

This year you will learn what it means to be a real historian as you participate in National History Day.  This summer you are to read the NHD Theme Sheet.  After reading the theme sheet, select two books to read.  Your topic should be related to World History.

Assignment:  Read 2 books.  Complete 10 Reading Logs for each book. 

The National History Day project theme for 2014 is:
Rights and Responsibilities in History

Congratulations on beginning your National History Day journey! This year’s theme, Rights and Responsibilities in History, is broad. This means you can choose a topic that allows you to explore your own interests, whether it’s science, politics, the arts, education—you name it. Inspiration can come from most any place: local history, your textbooks, or perhaps recent headlines, TV shows or even the latest Twitter feed.

As a student, it’s your right to find a topic that you want to find out more about, but you also have responsibilities: to choose carefully and develop your NHD project in ways that best use your talents and abilities. Listed below are some examples of different kinds of projects that address this year’s theme.
Let’s think about this year’s theme. What are rights? Are responsibilities always attached to rights? Are there times when rights protect some while disenfranchising others—and is that fair? Do we have economic rights? Are civil rights upheld at the same level for everyone in the United States? What are our rights as global citizens? And what about animal rights—do humans bear responsibility for non-humans? These are just a few questions you might ask as you begin your research.

Rights have taken many different forms. America’s founders believed that individuals had certain fundamental rights, simply by virtue of being human, but slaves did not share those “unalienable” rights. In other societies, rights depended on being a member of a group or class. The castes of Brahmin India and the aristocracy in England are examples of societies where birthright predetermined an individual’s role. Human institutions—governments, churches, corporations and other entities—have also enjoyed rights, sometimes bestowed on them by their constituents, and sometimes self-bestowed.

With rights come responsibilities, whether they involve exercising rights within specified limits or ensuring the rights of others. You might find it tempting to focus mostly on rights in your project, but remember that this year’s theme also encompasses responsibilities. Learning about and explaining the correlation between rights and responsibilities might in fact help you become a better researcher and writer, in addition to deepening your understanding of your topic.

To explore a topic’s historical importance, you have to answer the question, “So what?” You must address questions about time and place, cause and effect, change over time, and impact and significance. Always try to do more than just describe what happened. Draw conclusions about how the topic affected individuals, communities, other nations and the world as a whole. This helps give your research historical context.
Science and technology provide abundant topics. The conflict between the rights and responsibilities of scientists could be illustrated by a performance of Galileo’s experience with the Roman Inquisition in 1633 or a documentary about J. Robert Oppenheimer and other Manhattan

Project scientists who worried about the future of atomic and nuclear weapons. How has technology such as the printing press and television changed our views on our rights and responsibilities?  If you find politics intriguing, you might choose to explore the origins and impact of key documents related to rights. You
could write a paper investigating England’s Bill of Rights in 1689—or the American version, written a century later. Students interested in local history might create an exhibit examining the development of their state constitutions or town charters, to discover the rights and responsibilities of people and governments and how they have changed over time.

Great thinkers have often deliberated the rights and responsibilities of individuals and society. A performance might analyze the origins and impact of Mary Wollstonecraft’s feminism, while a documentary could explore the relationship between the Industrial Revolution and Karl Marx’s views of the rights and responsibilities of workers and owners. What other thinkers or philosophers have influenced rights in history?

Specific rights can make excellent topics. A performance might probe the evolution of freedom of the press in America and the ethical obligations required of journalists. A documentary could analyze the origins of the right to receive a free elementary education, found in the UN’s Universal Declaration of Human Rights of 1948, which implies a governmental responsibility to provide free education. How did the legal right of slaves to buy their freedom affect Latin American societies?

You might choose to research the rights and responsibilities conferred by citizenship. A website could compare the meaning of citizenship in the ancient Greek City states of Athens and Sparta. The evolution of income tax in America would make an excellent exhibit, while a documentary could explore the duty of military service in a society such as Meiji Japan (1868-1912) or 20th-century Israel.

Perhaps you’re interested in the rights and responsibilities of family members. A paper could analyze the practice of suttee, a custom formerly practiced in India in which widows were burned along with their husband’s bodies, while an exhibit might discuss the development of married women’s property rights in 19th-century America. How have the rights and obligations of parents and children changed over time in America and China?

Students can also examine the experience of different groups. A performance might analyze how economic and political changes affected the obligations and rights of lords and vassals in medieval Europe, while a documentary might explore the development of affirmative action in the United States. An exhibit could evaluate the consequences for Sri Lanka of the different rights of the Sinhalese and Tamil people while it was a British colony.

Many powerful projects could come from studying the denial of rights and the struggle to gain rights. An exhibit might analyze the role of different women’s organizations such as the National Woman’s Party in winning female suffrage, while a documentary could explore the impact of a key individual such as Mohandas Gandhi in earning India’s political freedom. What events in the American Civil Rights Movement could be dramatized in performances?

Nations and governments also have rights and responsibilities. How did the extraterritoriality rights of Europeans affect 19th-century China? A paper might examine how the idea of the “White Man’s Burden” affected American foreign policy early in the 19th century. The changing views of the American government’s responsibilities for the poor in the 20th century might make a good website.

You might choose to research topics related to religion. An exhibit could investigate the relationship between the Mexican Revolution and the privileges the Catholic Church enjoyed in Mexico. What impact did the notions of religious duty have on the Crusades? A dramatic performance could recount the conflict between Ann Hutchinson’s idea of religious freedom and governmental responsibility to enforce orthodoxy in 17th- century Massachusetts.

The economy provides excellent topics. Compelling documentaries or performances could focus on events such as the Homestead or the Pullman Strikes of the 1890s, in which workers and owners struggled over rights. A paper could look at the development of corporate rights in America, perhaps focusing on court cases such as the Charles River Bridge case of 1837 or the conflict between corporate rights and government responsibility in the antimonopoly struggles of the late 19th and the early 20th centuries. A website might analyze the battle for land reform in a Latin American country such as Nicaragua, which pitted the rights of peasants against the rights of wealthy landowners.

Whether you’re focusing on a well-known event in world history or a little-known individual from a small community, you should place your project into historical perspective, examine its significance in history, and show development over time. All studies should include an investigation into available primary and secondary sources, analysis of the evidence, and a clear explanation of the relationship of the topic to the theme.  For each book that you read, you must complete TEN reading logs. It might make sense to complete a reading log for each chapter or for every other chapter.  Just make sure you have completed ten by the end of each book.  

What is a reading log?
A reading log is your response to what you are reading.  You should complete your reading logs while you are reading the book.  You can use the sentences below to help you get started on each reading log.  However, these are just suggestions; you may write about other topics that interest you in the book as well.  Each reading log should be at least ten sentences. 
-       When I first started reading the book, I thought . .
-       This character reminds me of somebody I know because . . .
-       I can relate to this character because . . .
-       I think this setting is important because . . .
-       I like/dislike this character because . . .
-       This situation reminds me of when . . .
-       The character I admire most is ____________ because . . .
-       This scene makes me angry/sad/happy because . . .
-       In the middle of the book, I think . . .
-       One prediction I can make about the book is . . .
-       I like/dislike the author’s style because . . .
-       At the end of the book, I thought . . .
-       If I was this character, I would . . .
-       If I were the author of this book, I would have . . .

Please type your reading logs or write them neatly on lined paper.  Be sure to include your name as well as the title of each book you read.  Your History teacher will collect them on the first day of class.  You will also be completing a project based on one of the books, so be prepared to share your thoughts and ideas with your classmates!  

Any questions please contact:
Ms. Gold:goldfrancine@yahoo.com
Mr. Ackerman: mrackermanhistory@gmail.com

11th Grade - AP Government Summer Assignment


AP Government Summer Reading Assignment
The following assignment is due by September 1st.  Please send all answers, typed in a
Word Document, electronically (via email) to Mr. Ackerman: mrackermanhistory@gmail.com
• Make sure your work is proofread and written in complete sentences.
• There are 2 parts to the assignment. Part I is related to reading excerpts of the Federalist Papers. Part II involves watching news programs and writing about the programs.

Part I - Federalist Papers Assignment:
Directions: Read the entire content of this assignment carefully, before you begin. Then answer the questions after each Federalist Paper cited.

A nation without a national government is, in my view, an awful spectacle.
–Alexander Hamilton, The Federalist Papers, No. 85

After the Revolutionary War, many Americans realized that the government established by the Articles of Confederation was not working. America needed a new form of government. It had to be strong enough to maintain national unity over a large geographic area, but not so strong as to become a tyranny.

Unable to find an exact model in history to fit America’s unique situation, delegates met at Philadelphia in 1787 to create their own solution to the problem. Their creation was the United States Constitution.

Before the Constitution could become “the supreme law of the land,” it had to be ratified or approved by at least nine of the thirteen states. When the delegates to the Philadelphia Convention signed the Constitution on September 17, 1787, they knew ratification would not be easy. Many people were bitterly opposed to the proposed new system of government. A public debate soon erupted in each of the states over whether the new.

Constitution should be accepted. More important, it was a crucial debate on the future of the United States.

The Federalist Papers:
Nowhere was the furor over the proposed Constitution more intense than in New York.
Within days after it was signed, the Constitution became the subject of widespread criticism in the New York newspapers. Many commentators charged that the Constitution diminished the rights Americans had won in the Revolution.
Fearful that the cause for the Constitution might be lost in his home state, Alexander
Hamilton devised a plan to write a series of letters or essays rebutting the critics. It is not surprising that Hamilton, a brilliant lawyer, came forward at this moment to defend the new Constitution. At Philadelphia, he was the only New Yorker to have signed the Constitution. The other New York delegates had angrily left the Convention convinced that the rights of the people were being abandoned.
Hamilton himself was very much in favor of strengthening the central government.  Hamilton’s Constitution would have called for a president elected for life with the power to appoint state governors. Hamilton soon backed away from these ideas, and decided that the Constitution, as written, was the best one possible.
Hamilton published his first essay in the New York Independent Journal on October 27,
1787. He signed the articles with the Roman name “Publius.” (The use of pseudonyms by writers on public affairs was a common practice.) Hamilton soon recruited two others, James Madison and John Jay, to contribute essays to the series. They also used the pseudonym “Publius.” James Madison, sometimes called the Father of the Constitution, had played a major role during the Philadelphia Convention. As a delegate from Virginia, he participated actively in the debates. He also kept detailed notes of the proceedings and drafted much of the Constitution.
Unlike Hamilton and Madison, John Jay of New York had not been a delegate to the
Constitutional Convention. A judge and diplomat, he was serving as secretary of foreign affairs in the national government.  Between October 1787 and August 1788, “Publius” wrote 85 essays in several New York newspapers. Hamilton wrote over 60 percent of these essays and helped with the writing of others. Madison probably wrote about a third of them with Jay composing the rest.
The essays had an immediate impact on the ratification debate in New York and in the other states. The demand for reprints was so great that one New York newspaper publisher printed the essays together in two volumes entitled The Federalist, A Collection of Essays, written in favor of the New Constitution, By a Citizen of New York. By this time the identity of “Publius,” never a well-kept secret, was pretty well known.
The Federalist, also called The Federalist Papers, has served two very different purposes in American history. The 85 essays succeeded by helping to persuade doubtful New Yorkers to ratify the Constitution. Today, The Federalist Papers helps us to more clearly understand what the writers of the Constitution had in mind when they drafted that amazing document 200 years ago. What follow are quotations from several essays in The Federalist Papers. After each are questions. Use the internet if you want to view the full copy of each of the Federalist Papers. There are many sites were you can view them free of charge.

Federalist Paper 23–Alexander Hamilton
The principle purposes to be answered by Union are these — The common defense of the members — the preservation of the public peace as well as against internal convulsions as external attacks — the regulation of commerce with other nations and between the States — the superintendence of our intercourse, political and commercial, with foreign countries.

Questions:
1. According to Hamilton, what are the main purposes of forming a Union under the
Constitution? Make a list in your own words.
2. Do the majority of Hamilton’s purposes relate to domestic or to foreign affairs?
3. Which one of Hamilton’s purposes do you think is the most important for the United States today? Explain your answer in about 100 words.

Federalist Paper 47–James Madison
The accumulation of all powers legislative, executive and judiciary in the same hands, whether of one, a few or many, and whether hereditary, self appointed, or elective, may justly be pronounced the very definition of tyranny.

Questions:
1. According to this excerpt, do you think Madison supported or opposed the principle of “separation of powers”? (Research this term if you are not familiar with it.)
2. Why do you think Madison held this view of the “separation of powers”?
3. In about 100 words, describe a government in which all legislative, executive and judicial power is in the hands of one person or a single small group.

Federalist Paper 51–James Madison
If men were angels, no government would be necessary. If angels were to govern men, neither external nor internal controls on government would be necessary. In framing a government which is to be administered by men over men, the great difficulty lies in this: You must first enable the government to control the governed; and in the next place, oblige it to control itself.

Questions:
1. Which of the following statements would Madison agree with based on his views in the above excerpt?
a. Government is necessary.
b. The people should elect government leaders who act like angels.
c. Elected government officials should be controlled by a system of “checks and balances.”
2. What would you say was Madison’s general opinion of people in government: angels? devils? something else?
3. Find and describe five examples of “checks and balances” in the Constitution (you can find the Constitution online).

Federalist Paper 72–Alexander Hamilton
The original intent of the Constitution was to place no limit on the number of times an individual could be elected president. However, after Franklin D. Roosevelt won four presidential elections in a row, a constitutional amendment (the 22nd) was passed limiting a person to two terms as president. In the following selection, Hamilton argues against limiting the number of presidential terms.

[An] ill effect of the exclusion would be depriving the community of the advantage of the experience gained by the chief magistrate in the exercise of his office. That experience is the parent of wisdom is an adage, the truth of which is recognized by the wisest as well as the simplest of mankind. What more desirable or more essential than this quality in the government of nations?
Questions:
1. What argument does Hamilton give against limiting the number of times a person may be elected president?
2. What could have been one of the arguments used by those who proposed the 22nd Amendment?
3. President Reagan remarked that there should not be a limit on the number of times a person may serve as president. Do you agree we should go back to the original intent of the Constitution and allow individuals to be elected for any number of presidential terms? Explain your answer in about 100 words.

Federalist Paper 78–Alexander Hamilton
“If then the courts of justice are to be considered as the bulwarks of a limited constitution against legislative encroachments, this consideration will afford a strong argument for the permanent tenure of judicial offices, since nothing will contribute so much as this to that independent spirit in the judges, which must be essential to the faithful performance of so arduous a duty.
This independence of the judges is equally requisite to guard the constitution and the rights of individuals from the effects of . . . designing men.”
Questions:
1. What does Hamilton mean by “the permanent tenure of judicial offices”? Does
Hamilton support or oppose this idea?
2. What does Hamilton mean when he says that an “independent spirit in the judges”is essential for them to do their duty?

Part II – News Program Analysis:
At some point during the summer, you need to view 3 news interview programs: one on
Fox NEWS, one on CNN, and an episode of “Meet the Press” on NBC. In your analysis, you need to include the following:
Date of Show
Topic of Show
Title of Show
Compare and contrast, in essay format, topics, types of guests, tone of interview and discussion, and any political perspective/bias that you can detect. The essay should be 2-3 typed pages, double-spaced, 12 pt. font New Times Roman.

11th Grade - AP US History Summer Assignment


AP US History
Summer Reading Assignment

Assignment: Complete the summer reading selection and submit a 5 paragraph essay. The essay will be collected the first week of class. 

Reading Selection:
Portilla, Miguel Leon. The Broken Spears: The Aztec Account of the Conquest of   Mexico.  Boston: Beacon Press, 1992.

Please write a 5 paragraph essay in response to one of the following questions:

Essay #1
Analyze the impact of Spanish exploration on the Aztec civilization.  Describe the Aztec culture prior to the arrival of Hernan Cortes and explain how Motecuhzoma and the Aztec community changed as a result of conflicts with the Spanish.


Essay #2
How does the Aztecs’ account of Cortes and the Spaniards’ settlement and conquest contrast with traditional textbook interpretations of European exploration of the Americas?

Your essay should also address the following:
According to the Aztecs, what factors led to victory of the Spanish Conquistadores? What role did religion play in terms of the Aztecs’ reaction to Cortes?

Please email any questions/comments to Ms. Madhi anmadhi@philasd.org

11th Grade - English Summer Assignment

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Constitution High School
2013 English Summer Reading Assignment
Eleventh Grade

For each book that you read, you must complete TEN reading logs. It might make sense to complete a reading log for each chapter or for every other chapter.  Just make sure you have completed ten by the end of each book.  

What is a reading log?
A reading log is your response to what you are reading.  You should complete your reading logs while you are reading the book.  You can use the sentences below to help you get started on each reading log.  However, these are just suggestions; you may write about other topics that interest you in the book as well.  Each reading log should be at least ten sentences. 
-       When I first started reading the book, I thought . .
-       This character reminds me of somebody I know because . . .
-       I can relate to this character because . . .
-       I think this setting is important because . . .
-       I like/dislike this character because . . .
-       This situation reminds me of when . . .
-       The character I admire most is ____________ because . . .
-       This scene makes me angry/sad/happy because . . .
-       In the middle of the book, I think . . .
-       One prediction I can make about the book is . . .
-       I like/dislike the author’s style because . . .
-       At the end of the book, I thought . . .
-       If I was this character, I would . . .
-       If I were the author of this book, I would have . . .

Please type your reading logs or write them neatly on lined paper.  Be sure to include your name as well as the title of each book you read.  Your English teacher will collect them on the first day of class.  You will also be completing a project based on one of the books, so be prepared to share your thoughts and ideas with your classmates! 


All students must read Hiroshima by John Hersey.

Choose one of the following books to read:
The Help by Kathryn Stockett
The Perks of Being a Wallflower by Stephen Chbosky
The Dew Breaker by Edwidge Danticat
Interpreter of Maladies by Jhumpa Lahiri
In Cold Blood by Truman Capote

Any questions please contact:
Mr. Paul: mrpaulenglish@gmail.com