Honors and AP
- AP Biology
- AP Chemistry
- AP English
- AP European History / Western Civilization
- AP Psychology
- AP Spanish 5 & UCONN/ECE Spanish 6 Honors
- AP US History
Requirements for Honors and AP Classes
Guidelines When Reading a Book
The following guidelines may be useful in taking notes about a selected book:
- There are several problems or conflicts that develop in this book. Choose one conflict that stands out and explain why you think it is important.
- Choose one short but significant passage from the book and write it out. Explain why you think it is significant; discuss what it says about the characters in the story as well as about people in general.
- Relate the story or novel to other characters in literature, to events or people in real life, or to situations (real or imaginary), such as those in film or on television.
- AP Bio textbooks can be picked up from Ms. Brako's Room.
- Read Chapters 1-5 and answer the corresponding questions from the Reading Guide packet provided.
- This assignment is due on the first day of class
- You will have a test on this material during the first week of school
- If you have any questions, please email firstname.lastname@example.org
AP/ECE English 2017-2018
Read How to Read Literature Like a Professor (Foster), then read one book from each of the lists below.
Chose one of these:
Tale of Two Cities (Dickens)
Jane Eyre (C. Bronte)
Wuthering Heights (E. Bronte)
Crime and Punishment (Dostoevsky)
Billy Budd (Melville)
AND one of these:
Brave New World (Huxley)
Their Eyes Were Watching God (Hurston)
After you have read all three books, write two 500-to-750-word essays in which you apply any idea from the Foster text to each text you read. Bring two printed copies of each essays on the first day of school. There is no rubric for this assignment; just write with whatever style and organization that works for you.
If you have any questions, contact Mr. Siedlecki email@example.com.
Students should have received the textbook before leaving school in June along with a handout containing required assignments.
Required Reading: Gladwell, Malcolm: Blink* (Available on Overdrive)
*Students will be responsible for obtaining their own copy of the book.
There is an additional reading /writing assignment that will be given during the third trimester which will be chosen by the student from the list below.
- Aamodt,Sandra: Welcome to Your Brain: Why You Lose Your Car Keys But Never Forget How To Drive and Other Puzzles of Everyday Behavior (Available on Overdrive)
- Blass, Thomas: The Man Who Shocked the World (Available on Overdrive)
- Chabris, Christopher: The Invisible Gorilla (Available on Overdrive)
- Cullen, David: Columbine (Available on Overdrive)
- Gregory, Julie: Sickened: The Memoir of a Munchausen by Proxy Childhood (Available on Overdrive)
- Jamison, Kay Redfield: An Unquiet Mind (Available on Overdrive)
- Jung, C.G: .Man and His Symbols
- Kahneman, Daniel: Thinking, Fast and Slow (Available on Overdrive)
- Rapoport, Judith L. The Boy Who Couldn’t Stop Washing: The Experience and Treatment of Obsessive Compulsive Disorder (Available on Follett Shelf)
- Pinker, Steven: The Blank Slate: The Modern Denial of Human Nature
- Raine, Adriane: The Anatomy of Violence
- Ronson, Jon: The Psychopath Test: A Journey Through the Madness Industry (Available on Overdrive)
- Robison, John: Look Me in the Eye: My Life with Asperger’s (Available on Overdrive)
- Sacks, Oliver: Musicophilia: Tales of Music and the Brain
- Saks, Elyn: The Center Cannot Hold: My Journey Through Madness
- Schiller, Lori: The Quiet Room
- Shawn, Allen: Wish I Could Be There: Notes From a Phobic Life (Available on Follett Shelf)
- Simmons, Rachel: Odd Girl Out: The Hidden Culture of Aggression in Girls (Available on Follett Shelf)
- Strauch, Barbara: The Secret Life of the Grownup Brain
- Wagner, Pamela and Carolyn Spiro: Divided Minds: Twin Sisters and Their Journey Through Schizophrenia (Available on Overdrive)
- Zimbardo, Philip: The Lucifer Effect: Understanding How Good People Turn Evil
AP Spanish 5
INSTRUCCIONES PARA EL VERANO
PARA LOS ESTUDIANTES QUE VAN A TOMAR
Este verano tienen que leer tres lecturas. Habrá unas pruebas de comprensión para comprobar su entendimiento de cada una de las lecturas. También hay una lista de vocabulario que acompaña cada lectura. Tienen que escribir un sinónimo para demostrar su comprensión de cada una de las palabras de vocabulario. Es necesario que entiendan el sinónimo escrito. Se puede escribir una explicación del significado de la palabra si no hay un buen sinónimo comprensible. Todos estos deberes se entregarán para el primer día de clases.
Una etiqueta olvidada
La expedición de la Kon-Tiki
Uconn/ECE Spanish 6 Honors
INSTRUCCIONES PARA EL VERANO
PARA LOS ESTUDIANTES QUE VAN A TOMAR
ESPAÑOL 6 HONORES
- Rivas, Manuel. La lengua de las mariposas (las copias del libro están disponibles en la oficina de World Language - 243. Please pick up your book before the summer.)
- Lean páginas IV-X
- Lean el cuento “La lengua de las mariposas” páginas 2 – 17.
- Respondan a preguntas 1-14 (Cuestionario) en la página 18 en español.
- Respondan a uno de los ensayos (A, B, o C) en la página 20. Escriban 10-12 frases en español.
- Todos estos deberes se entregarán para el primer día de clases. Este trabajo formará parte de la nota. Además, deben estar preparados para repasarlo en la clase.
Books can be picked up in the World Language office or in Room 238
Welcome to APUSH.
We really hit the ground running in this course and we use your summer work extensively early on. Please complete it with care.
AP United States History Summer Reading Assignment
Mr. Pagliuco and Mrs. Stott
Part I: Textbook
Read Chapters 1 and 2 in Give Me Liberty.
You will be reading and learning about two broad historical themes through these chapters:
- On the North American continent controlled by American Indians, contact among the peoples of Europe, the Americas and West Africa created a new world.
- Europeans and American Indians maneuvered and fought for dominance, control and security in North America, and distinctive colonial and native societies emerged.
Part II: Primary and Secondary Sources
Two readings that PDF and can be accessed by clicking on the links below:
- The Myth of the Unmanaged Landscape by Tobias Costa, Paul Grant Costa (PDF)
- Changes in the Land by Bill Cronin (PDF) (right click to rotate document)
Three readings from Chapter 1 of Voices of Freedom, our supplementary primary source reader:
- The Pueblo Revolt
- Father Jean de Brebauf on the Customs and Beliefs of the Hurons
- A Micmac Indian Replies to the French
Part III: Gathering Evidence
For each of the statements listed below (each is a key concept that will be assessed in our course and on the AP Exam, and relates to the broad historical themes listed above), gather supporting evidence. In other words, what examples and evidence can you find in your reading of Chapters 1 and 2 and the additional resources provided to prove these statements are true? You will be using, presenting and being assessed on the information you gather in the first weeks of class. Use a bulleted format and cite your information. (How to cite)
- Before the arrival of Europeans, native populations in North America developed a wide variety of social, political and economic structures based in part on interactions with the environment and each other.
- European overseas expansion resulted in the Columbian Exchange, a series of interactions and adaptations among societies across the Atlantic.
- Contacts among American Indians, Africans and Europeans challenged the worldviews of each group.
- Differences in imperial goals, cultures and the North American environments that different empires confronted led Europeans to develop diverse patterns of colonization.
- European colonization efforts in North America stimulated intercultural contact and intensified conflict between various groups of colonizers and native peoples.
Part IV: Practice Quizzes
Instructions: During the school year we will be having multiple choice and short answer quizzes on each chapter. These are designed to help you improve your close reading. It is easy to close read for short durations, a challenge of this class is to close read for 35 pages per chapter. To help you prepare for this challenge we are providing you with two sample practice quizzes. After you feel you have read sufficiently, complete these quizzes (in about 20 minutes each). Your performance on the quizzes should serve as a self-evaluation of the quality of your reading. Typically, the short answer portion of the quizzes comes from the focus questions listed at the start of each chapter.