Summer Reading List and Assignments – 2014 All-school summer read: This year marks our fourth annual all-school summer read. We have changed the format slightly this year, choosing one book for Grades 7, 8, and 9 and one book for Grades 10, 11, and 12. We are excited by the Guidance Department’s selection of The Other Wes Moore by Wes Moore for Grades 7, 8, and 9 and Unbroken by Laura Hillenbrand for Grades 10, 11, and 12 In addition, students are required to complete summer reading to prepare for the following courses: English I English II and II Honors English III and III Honors English IV Values and Visions English Literature AP (Juniors) English Language and Composition AP English Literature AP (Seniors) Global History II Honors / US History I Honors US History Honors Economics AP European History AP Government AP US History AP Latin AP Caesar/Virgil History of the Catholic Church

Spanish Language AP Spanish Literature AP French II and French II Honors French III and French III Honors French IV and French IV Honors and French CL French AP Chinese AP Arabic Honors Chemistry Chemistry Honors Chemistry AP Environmental Science AP Studio Art AP – 2D Design Studio Art AP – 2D Design / Photography Studio Art AP – Drawing

Reading assignments are posted below according to academic department.

English Department All students will be assessed on their summer reading within the first cycle of the school year. We encourage detailed reading and annotation or note-taking. In addition, freshmen, junior, and AP Language and Composition students have written assignments to aid in the reading process; these will be collected on the first day of class. Please read all assignments (if provided) before you begin reading the texts. Summer reading counts as 10% of Q1 grade, unless otherwise noted. English I Bless Me, Ultima by Rudolfo Anaya Greetings, Class of 2018: As you prepare to enter Boston College High School as freshmen, we have selected a summer reading book that we hope will inspire you with a love of language and spirituality. Bless Me, Ultima by Rudolfo Anaya is set in New Mexico at the end World War II. Antonio Marez, the novel’s protagonist, struggles with a variety of realistic issues regarding growing up, magic, faith, and family. There are many shocking and disturbing elements in this novel; however, in hoping you will learn from the text, we have chosen this story to help you realize your potential as “a man for others” and to realize that we do all things A.M.D.G. (for the greater glory of God). To help you grapple with Antonio’s challenges, we have provided some guiding questions below. Please answer five of the questions below in a paragraph response. Use at least one quote from the novel for each question, and indicate the page where you found the quote in parentheses. For example, “Each morning I seemed to awaken with new experiences and dreams strangely mixed into me” (30). Be sure to fully explain

each of your answers. We will collect the questions and discuss the novel in September, so for it to be freshest in your mind, we encourage you to read or re-read Bless Me, Ultima in August. Happy reading, The English Department These questions are taken from the Reading Group Guide that may be at the back of your text.

1. How many rite of passage novels can you name? How does Bless Me, Ultima fall into this category? 2. How does myth play a role in the novel? Anaya wrote the myth of the Golden Carp, which the young,

innocent children in the novel believe as truth. How does he use elements of world mythology? 3. There are many symbols in the novel: the juniper tree, the bridge, the river, the sun and moon, the owl.

Do you have to understand the use of such symbols in world mythology to understand the novel? 4. Anaya uses numbers in a symbolic way. The number three appears in many ways. How does the use of

numbers affect the story? 5. What does Antonio’s mother mean when she says her son will lose his innocence? Is this novel about

loss of innocence? 6. What role do the characters that surround Antonio play in his development? Do the sun and moon, the

llano and river, dreams, the Golden Carp, and LaLlorona play a role? 7. Is the novel a romance, a fantasy, or a realistic portrayal? 8. What is the role of dreams in the novel? Why does Antonio seem to slip out of dreams and into reality?

Is childhood full of dreams? 9. Does the time of the novel, the end of World War II, affect the story? Explain your answer. 10. Will Antonio become a priest? Or will he become a writer? 11. Anaya tests Antonio in many ways. What is the most crucial test Antonio must pass? 12. Antonio is the son of the Mares (sea) and the Luna (moon) families. How does Anaya use this mixture

to form Antonio’s character? What are the tensions involved? 13. Do you think most 7- to 9-year-old children have the questions, insights and conflicts you find in

Antonio? 14. Are Antonio’s experiences in dealing with death harmful to him or do they make him a stronger

character? 15. Are the strongest characters male or female? 16. The landscape is very important in the novel. Did it seem real to you? Can you describe your own

landscape? 17. What sensory emotions are raised in the novel? For example, how do food and eating help create the

ambience of the story? 18. What purpose do Antonio’s brothers play in the novel? 19. What is magic? Does it interest you? Do you see elements of magic in your own life? 20. Antonio is free to roam and explore the river. Does this freedom benefit or hinder his ability to cope

with life? 21. In shamanism, certain animals guide or give power to the person. How is this possible? 22. The river has a “presence,” that is, it is animated by spirits. Is nature alive? How have you experienced

this?

English II Cold Mountain by Charles Frazier

The test for this reading will be given ON THE SECOND OR THIRD CLASS DAY of the school year and will count as 10% of the quarter grade. English II Honors In addition to the regular English II reading, students participating in the Honors component will read: When the Emperor Was Divine by Julie Otsuka Students will be posting online responses to questions about these chapters when we return. A full syllabus for Honors will be provided online and at an MMP meeting during the first week of school. English III ALL English III students will read one book based on their chosen concentration. If your concentration is “Back Roads to Far Places,” you will read: Frankenstein by Mary Shelley If your concentration is “Literature of Social Change,” you will read: Things Fall Apart by Chinua Achebe If your concentration is “Celtic Realms,” you will read: Paddy Clarke Ha Ha Ha by Roddy Doyle If your concentration is “Gothic Literature,” you will read: Rebecca by Daphne du Maurier English III Honors In addition to the regular English III reading, students participating in the Honors component will read: The Screwtape Letters by C.S. Lewis Students will be posting online responses to questions about this book when we return to school. A full syllabus for Honors will be provided online and at an MMP meeting during the first week of school. English IV – Values and Visions Pick ONE of the following: The Unforgiving Minute: A Soldier’s Education by Craig M. Mullaney OR I Am Malala: The Girl Who Stood Up For Education and Was Shot by the Taliban by Malala Yousafzai The assessment for this text will count for 10% of the important first quarter grade and will be given during the first cycle of the school year. We cannot overemphasize the importance of carefully reading your senior summer text. English Literature AP (Juniors) ** A Tale of Two Cities by Charles Dickens 1984 by George Orwell There is no assignment aside from careful reading/annotation. A summer reading exam will be given within the first few days of returning to school, worth 15% of the first quarter grade.

English Language and Composition AP (Seniors) ** Welcome to AP Language and Composition. We have selected these texts for you this summer because they capture the essence of literature according to Chaucer’s criteria: ‘best sentence and most solas’. As you read and prepare yourself for the AP course, we want you to complete the following assignment to ensure that your reading experience is enriching and edifying. Please bring the assignment to class on the first day of school. It should be typed in MLA format. It will be worth 10% of your first quarter grade. Timeliness is important; we will deduct 10% for each day that your assignment is late. Each question should be answered in no more than one page, no less than one paragraph. Texts: 1 . Nickel and Dimed by Barbara Ehrenreich-Be sure to obtain the 10th anniversary edition (pub. 2011) and read the prefatory materials. 2. Unbroken by Laura Hillenbrand 3. The Professor and the Madman by Simon Winchester For each of the three texts, please succinctly and clearly answer the following questions: 1. Describe the author’s voice, especially in relation to the voices of the other summer reading authors. Select and copy an emblematic passage to use as the basis for your analysis. (This question might be easiest to answer after reading all three texts). 2. What is the conflict presented in the text? How does the author develop the differing sides of that conflict? Where do you find bias? Explain. 3. Consider the structure that the author develops in each text. Analyze the author’s choices: How is the text organized? Why is it organized this way? 4. What is the author’s argument? How effective is the author in proving this argument? What types of evidence are used and to what effect? How has this text changed your thinking on the topic? English Literature AP (Seniors) ** Invisible Man by Ralph Ellison To the Lighthouse by Virginia Woolf There is no assignment aside from reading. A summer reading exam worth 15% of first quarter grade will be given within the first few days of returning to school. Hard copies are strongly recommended, as annotations will be part of the summer reading exam grade. ** Failure to successfully complete summer reading assignments for AP courses will significantly affect 1st quarter grade.

Social Studies Department Global II Honors / US History I Honors Things Fall Apart by Chinua Achebe This summer you will read the book Things Fall Apart by Chinua Achebe. You can read a hard copy or download the book to your iPad, whichever you prefer. Chinua Achebe (1930-2013) was born and raised in Nigeria and this novel was first published in 1958. Things Fall Apart has become the most widely read book in

modern African literature. Your teachers chose this book because your study of imperialism in 9th grade Global History offers you excellent historical background to understand and consider this story of a native African man and his life before and after Europeans arrive in his homeland. The book will bring to life some things you have already learned about the era of imperialism, and it will also foreshadow some key themes about modern Africa that you will study in grade 10. As you get started with the first few chapters, you may want to make use of the glossary of native terms and characters in the back of the book. You will quickly learn a lot about the Ibo people and the main character Okonkwo. Your assignment is to read the book and respond to some of the questions listed below. Each question requires that you write a one-paragraph response using specifics from the novel. You are encouraged to cite specific pages of the book by providing the page number in parentheses at the end of the sentence. Type (double space in 12 point Times New Roman font) or neatly handwrite your answers. In total, your completed assignment will be four paragraphs and should be about 2-3 pages long. Please indicate the number of each question with your response. Bring your assignment with you to school on the first day of classes in September. It will be collected, graded and count as a test grade for first quarter. Things Fall Apart is divided into “Part One” and “Part Two.” “Part One” Respond to ONE of the following questions about “Part One” of the novel. 1. Was Okonkwo a good family man? Describe and evaluate his relationships with his own father and with at least two of his children: Nwoye, Enzima or his adopted son Ikemefuna. Provide specific details from the story in your answer.

OR

2. Was Okonkwo a good citizen in his community? Do you consider him a leader in “Part One” of the novel? Provide several examples from the story in your response. _____________________ “Part Two” Respond to ONE of the following questions about “Part Two” of the novel. 3. How does Okonkwo’s role and status in his community change after the missionaries arrive? Explain two significant changes that occur for Okonkwo in “Part Two” of the book. What are the causes of these changes? What message might the author be conveying?

OR 4. Describe and evaluate the impact of the missionaries on the villages in the novel. Was the work of the missionaries good or bad for the natives and their villages? Or, was it a mix of outcomes? What do your think the author was trying to say about the Europeans? Offer 2-3 specific examples from the text and explain your reasoning.

_____________________ Analysis and Reflection Answer BOTH of the questions below. 5. Part One of Things Fall Apart provides a detailed description of Okonkwo’s life among the Ibo people of Umofia in Nigeria. Do you consider the Ibo to be a “civilized culture”? Or, do you agree with the assessment of

the British District Commissioner in the last chapter that the Ibo were “primitive peoples” in need of “pacification”? Include specific evidence from the book to support your answer. (Note: You may have learned in 9th grade Global History that an advanced civilization includes complex institutions like government and/or organized religion; specialized workers like farmers, soldiers, priests or artisans; some form of record keeping; the use of tools or technology; and advanced communities or cities.) 6. Write a short book review that addresses at least some of the following questions: Did you like the book? Why or why not? What did you learn from reading the book? What do you think the author’s message was? What is the significance of the title? Why do you think that this has become the most widely read piece of African literature? Do you have any other thoughts, insights or questions about this book or the era of imperialism? Note: Please write your responses with care, using proper grammar, capitalization and punctuation. It is okay to discuss the book with others who read it, but you must write your responses on your own, in your own words. US History I Honors (for students taking Greek I Honors as well) America's Hidden History: Untold Tales of the First Pilgrims, Fighting Women, and Forgotten Founders Who Shaped a Nation by Kenneth C. Davis (ISBN 978-0-06-111819-7) This book was chosen for your summer reading because it provides interesting glimpses into key events in early American History. You will see Massachusetts settlers and leaders prominently featured in several chapters. Your Assignment: Read chapters 1-5 of the book. (Chapter 6 may be assigned sometime during first quarter.) Answer the questions listed below for each chapter in complete sentences or detailed “bullet notes” format. (Your answers for each chapter may not exceed one page. The total assignment is intended to be about 2-3 pages.) Bring this completed assignment to class on the first day of school. The assignment will be collected and graded. It will also serve as the basis for class discussion, Socratic Seminar or a test during the first week of school. Chapter 1: Isabella’s Pigs

1. Briefly, explain the title of the chapter. 2. What were the reasons for conflict between the French and the Spanish in Florida in the mid 1500’s?

In what ways did they bring “Old World” problems to the “New World”? 3. How did the presence and actions of the French and the Spanish affect the lives of the Native

Americans? Chapter 2: Hannah’s Escape

1. What do the stories of Hannah Emerson Dustin and Anne Hutchinson reveal about life in the Massachusetts Bay Colony, especially for women? (Discuss at least 3 things.)

2. How did Anne Hutchinson challenge Puritan teachings and male authority in Massachusetts? What were the consequences?

Chapter 3: Washington’s Confession

1. How did young George Washington’s “lessons” during the French and Indian War (1757-1763) prepare him to become the great military leader of the American Revolution? Briefly describe two key lessons he learned using details from the chapter.

Chapter 4: Warren’s Toga (Only use information from the chapter.)

1. Identify and briefly explain the importance of the following in this chapter on the American Revolution in Massachusetts: Dr. Joseph Warren; General Thomas Gage; Paul Revere; Battles of Lexington, Concord, Bunker Hill.

2. Who is suspected to have been the “spy” who gave regular updates to Dr. Warren? Why would this “spy” take such risks?

Chapter 5: Arnold’s Boot

1. Describe Benedict Arnold’s personality and some of his contributions in the Continental Army during the American Revolution.

2. What was Benedict Arnold’s great betrayal of the Continental Army? What factors motivated Arnold to become a traitor?

Economics AP We have compiled a list of films that show business in action. Your task is to watch four of these films concerning different areas of the economy, then write and post a commentary about the films that you viewed. See the assignment below. Complete your postings by September 2, 2014. Group 1 (Required) – This is a documentary about the 2008 U.S. economic collapse. Inside the Meltdown http://www.pbs.org/wgbh/pages/frontline/meltdown/view/ Group 2 (Choose 1) – Two films that are critical of the way Wall Street transacted business in the 80s & 90s. Boiler Room http://www.youtube.com/movie/boiler-room Wall Street (This is the original, NOT Wall Street 2) http://www.solarmovie.so/watch-wall-street-1987.html Group 3 (Choose 1) – These movies address economic principles. You’ll start to understand which principles are addressed quickly. Enron: The Smartest Guys in the Room http://www.youtube.com/movie/enron-smartest-guy-in-the-room Syriana http://www.youtube.com/movie/syriana Blood Diamond (This film is available from many online providers. It is the film starring Leonardo DiCaprio.) https://play.google.com/store/movies/details?id=Ref5IM8HA30&utm_source=HA_Desktop_US&utm_medium=SEM&utm_campaign=ActionAds&pcampaignid=MKTAD0610MO1DAM

http://www.amazon.com/Blood-Diamond-Leonardo-Dicaprio/dp/B000OLRH10 Group 4 (Choose 1) Food Inc. http://www.youtube.com/watch?v=2Oq24hITFTY Gasland II (This controversial film is available from HBO documentaries. It is only available through HBO.)

http://www.hbo.com/documentaries/gasland-part-ii#/ A Civil Action (This is available via streaming on Netflix or for DVD purchase at amazon.com for $5.00) Assignment: 1. Write and post on the class topics page, a one page commentary about each film (total of four), stating

what you liked and disliked about the behavior of one person or a business practice presented in the film. (You will have access to the class topics page in mid- to late-August, so be prepared to complete this portion of your assignment then.)

2. Read the responses then write a one paragraph response to three of the films that your classmates viewed but you did not.

3. Compare themes: what is similar and different from the film that you saw and the comments that you are reading.

European History AP Ch.13-14 of A History of Western Society Since 1300 (Textbook/eBook for the class) Students are to take hand-written notes on Ch 13-14. Government AP The Broken Branch: How Congress Is Failing America and How to Get It Back on Track by Thomas E. Mann and Norman J. Ornstein There is no assignment aside from reading. US History AP PURCHASE: United States History: Preparing for the Advanced Placement Examination 2015 Edition by Newman and Schmalbach using this link: http://www.amscopub.com/viewProduct.php?productID=1287101. This new edition was written to match the brand new AP US curriculum and test format, so please do not use an older edition. Required Reading: Thoroughly read Chapters 1-3 in AMSCO US History: Preparing for the Advanced Placement Examination. Recommended Reading: Read Chapter 1. “Columbus, the Indians & Human Progress” 2. “Drawing the Color Line” & Chapter 3. “Persons of Mean and Vile Condition” in A People’s History of the United States by Howard Zinn – Available at: http://www.historyisaweapon.com/zinnapeopleshistory.html Directions: The following is a list of key IDs related to the first unit of study in AP US History. You will need to read the first three chapters of AMSCO and define these IDs FOR THE FIRST DAY OF SCHOOL. Bring them to class with you as they will be collected that day. This assignment will be worth 50 points. The information provided in your blue AMSCO book is sufficient and should be most helpful. The IDs can be completed in note or bullet form (i.e. complete sentences are not required), and while there is not a minimum length requirement, the information provided must identify and explain the “basics” of the ID (WHO, WHAT, WHERE, WHEN, WHY etc.) and also the HISTORICAL SIGNIFICANCE of the person/event/term. These IDs must be HAND-WRITTEN on lined paper and should be stapled. They should also be NUMBERED. The purpose of this assignment is to enhance your knowledge of the particular era you’re studying while providing you with an ever-growing source of IDs to use in preparation for May’s exam. It is especially important that you do these IDs thoroughly as we will have limited time in class to review & discuss this important time period but it will appear on both the midterm & AP US exam. Sample ID: Columbian Exchange: Flow of people, animals, plants, & diseases between the Americas, Europe, & Africa after Columbus “discovered” the New World in 1492. Old World diseases (ex. small pox) kill up to 90 % of American Indian population. New American crops (potatoes, corn) increased food supplies leading to a population boom in Europe & Africa caused migration of willing European immigrants & enslaved Africans to the New World. Chapter 1: A New World of Many Cultures, 1491-1607 Identifications: Compare/contrast Southwest vs. Great Plains vs. Northeast Settlements, list political/social & religious/economic/technological factors that contributed to European exploration, Exchanges/Columbian

exchange, encomienda system, Bartolome de las Cases & Valladoilid debate, compare/contrast Spanish, English and French settlements & their policies towards Native Americans, identify Native American Reactions to colonization Chapter 2: The Thirteen Colonies & the British Empire, 1607-1754 Identifications: Corporate vs. royal vs. propriety colonies, Jamestown, Plymouth colony, Puritans & Massachusetts Bay Colony, Virginia House of Burgesses, Mayflower Compact, Maryland & Act of Toleration, indentured servants, rise of slavery, Bacon’s Rebellion, Rhode Island (inc. Williams & Hutchinson), halfway covenant, King Philip’s War, the Carolinas, New York, New Jersey, Quakers, William Penn & Frame of Government & Charter of Liberties, Georgia, Navigation Acts & mercantilism, list reasons for the increased demand for slaves, triangular trade Chapter 3: Colonial Society in the Eighteenth Century Identifications: General characteristics of Colonial Society (ex. social mobility, families, ethnic composition/immigrant groups), economy of New England vs. Middle Colonies vs. Southern colonies, (First) Great Awakening (inc. leaders & impact), John Peter Zenger & the libel case, the Enlightenment & Locke, government structure & voting/political participation

Classics Department

Latin AP – Caesar/Vergil Students will read books 1, 2, 4, 6, 8, and 12 of Vergil’s Aeneid over the summer. The Aeneid of Vergil Translation by Allan Mandelbaum (Bantam Classic, ISBN 0-553-21041-6) Purchase the Kindle version for $1.99.

Religious Education Department History of the Catholic Church The Church Before Christianity by Wes Howard-Brook, Publisher: Orbis

ASIN: B00CMC69B8 $10:49 (Kindle edition)

Modern Language Department Spanish Language AP From Abriendo Paso Temas y Lecturas (required textbook for the course), prepare an outline/summary with a complete glossary of new words from the following two readings:

- Angela McEwan-Alvarado “Naranjas” p. 5 - Jose Martí “Tres Héroes” p. 15

Spanish Literature AP From Azulejo (required textbook for the course), prepare an outline/summary with a complete glossary of new words from the following two readings:

- Gabriel Garcia Marquez “La siesta del martes” p. 356

- Isabel Allende “Dos palabras” p. 374 French II / French II Honors L’Enfant Océan by Jean-Claude Mourlevat (French edition)

ISBN: 978-2266203227 1. Write down and look up all the difficult words in the text. 2. Write a 2-3 sentence summary for each chapter. 3. Write a one paragraph summary of the novel. French III / French III Honors L’Étranger by Albert Camus (French edition)

ISBN: 978-2070360024 1. Write down and look up all the difficult words in the text. 2. Write a 2-3 sentence summary for each chapter. 3. Write a one paragraph summary of the novel. French IV / French IV Honors / French CL Les Jeux Sont Faits by Jean Paul Sartre (French edition) ISBN: 978-2070394821 1. Write down and look up all the difficult words in the text. 2. Write a 2-3 sentence summary for each chapter. 3. Write a one paragraph summary of the novel. French AP Le Racisme Expliqué à ma Fille by Taher Ben Jelloun, Seuil Publishing

ISBN-13: 978-2021002812 La Parure by Guy de Maupassant, Livre de Poche Publishing ISBN-13: 978-2253136569 They can be purchased at www.Amazon.fr or www.amazon.ca. Students should look online in the same area where this document was found for the French AP summer assignment. Chinese AP China in the 21st Century – What everyone needs to know by Jeffrey N. Wasserstrom, Oxford University Press

ISBN-13: 978-0-19-539412-2 Introduction to Chinese Culture by Chung Mou Si & Yun Cheng Si, Peking University Press

ISBN-13: 978-730-1185285

Arabic Honors In the Name of Identity (English edition) by Amin Maalouf, Arcade Publishing

ISBN-13: 978-1611453249

Science Department Chemistry Chemical names and their symbols and formulas are the foundation of chemistry. It is essential to begin the school year with the proper vocabulary for the language of chemistry. Please arrive to class in September with the following names & their associated symbols memorized. Metals: Actinium Ac Aluminum Al Barium Ba Beryllium Be Boron B Calcium Ca Cerium Ce Cesium Cs Cobalt Co Copper Cu Gold Au

Hydrogen H Iron Fe Lanthanum La Lithium Li Magnesium Mg Manganese Mn Mercury Hg Nickel Ni Palladium Pd Polonium Po Potassium K

Rubidium Rb Silver Ag Sodium Na Strontium Sr Thorium Th Titanium Ti Tungsten W Uranium U Zinc Zn

Non-Metals: Argon Ar Arsenic As Boron B Bromine Br Carbon C Chlorine Cl Fluorine F

Helium He Iodine I Krypton Kr Neon Ne Nitrogen N Oxygen O Phosphorous P

Selenium Se Silicon Si Sulfur S Tin Sb Xenon Xe

Sample Quiz

Below you will find sample quizzes. Perform these quizzes a measure of your progress as you study the elements and their symbols

Sample Quiz #1

For the given name, provide the formula. For a given formula, provide the name. Spelling counts!

Cu = _______________ Iron = __________________ U _________________

Sodium = ___________ F = _____________________ Tin = ______________

Al = _______________ Potassium = ______________ Br = ______________

Sample Quiz #2

For the given name, provide the formula. For a given formula, provide the name. Spelling counts!

Silver = _________ Mn = ___________________ Mg = ______________

La = ______________ Phosphorous = ___________ Zinc = _____________

He = _____________ Nickel = _________________ Au = ________

Sample Quiz #3

For the given name, provide the formula. For a given formula, provide the name. Spelling counts!

Be = _______________ Cesium = _________________ Mercury = ________________

H = ___________ Chlorine = ___________________ Ca = _________________

Chromium = ____________ I = ____________ S = _______________

Chemistry Honors Chemical names and their symbols and formulas are the foundation of chemistry. It is essential to begin the school year with the proper vocabulary for the language of chemistry. Please arrive to class in September with the following names & their associated symbols memorized. Metals:Actinium Ac Aluminum Al Barium Ba Beryllium Be Boron B Calcium Ca Cerium Ce Cesium Cs Cobalt Co Copper Cu Gold Au

Hydrogen H Iron Fe Lanthanum La Lithium Li Magnesium Mg Manganese Mn Mercury Hg Nickel Ni Palladium Pd Polonium Po Potassium K

Rubidium Rb Silver Ag Sodium Na Strontium Sr Thorium Th Titanium Ti Tungsten W Uranium U Zinc Zn

Non-Metals: Argon Ar Arsenic As Boron B Bromine Br Carbon C Chlorine Cl Fluorine F

Helium He Iodine I Krypton Kr Neon Ne Nitrogen N Oxygen O Phosphorous P

Selenium Se Silicon Si Sulfur S Tin Sb Xenon Xe

For the following polyatomic ions, be sure to memorize the charge as well as the formula. Acetate C2H3O2

-

Nitrite NO2-

Nitrate NO3-

Cyanide CN-

Hydroxide OH-

Hypochlorite ClO-

Chlorite ClO2-

Chlorate ClO3-

Bromite BrO2-

Bromate BrO3-

Perchlorate ClO4-

Permanganate MnO4-

Dihydrogen phosphate H2PO4-

Hydrogen sulfite (or Bisulfite) HSO3-

Hydrogen sulfate (or Bisulfate) HSO4-

Hydrogen carbonate (or Bicarbonate) HCO3-

Peroxide O22-

Sulfite SO32-

Sulfate SO42-

Oxalate C2O42-

Chromate CrO42-

Dichromate Cr2O72-

Carbonate CO32-

Hydrogen phosphate (or Biphosphate) HPO42-

Phosphite PO33-

Phosphate PO43-

Ammonium NH4+

Silver Ag+

Zinc Zn2+

Sample Quiz

Below you will find sample quizzes. Perform these quizzes a measure of your progress as you study the elements and ions, and their formulas.

Sample Quiz #1

For the given name, provide the formula. For a given formula, provide the name. Spelling & charges count!

Cu = _______________ Iron = __________________ Acetate _________________

NO2- = _____________ F = _____________________ Tin = ___________________

Al = _______________ Potassium = ______________ Phosphite = ______________

Sample Quiz #2

For the given name, provide the formula. For a given formula, provide the name. Spelling & charges count!

Chromate = _________ Mn = ___________________ Gold = _________________

CN- = ______________ P = _____________________ Carbonate = _____________

BrO3- = _____________ Nickel = _________________ Hydrogen sulfite = ________

Sample Quiz #3

For the given name, provide the formula. For a given formula, provide the name. Spelling & charges count!

Be = _______________ NH4+ = ___________________ Mercury = ________________

Oxalate = ___________ ClO4- = ___________________ Sodium = _________________

Cr2O72- = ____________ Permanganate = ____________ Phosphate = _______________

Chemistry AP AP Chemistry students will be required to create and account in WebAssign.net. Each week, beginning with the first week in July, students will be asked to log in, complete the review assignments and electronically submit these assignments. Assignments will appear on Sunday each week and must be submitted for grading by the following Saturday by midnight. The information needed to enroll in the class through WebAssign will follow in an email directed to each student. Environmental Science AP Choose ONE of the texts below to read and watch the two documentaries. Be prepared to complete an assignment on your book and the documentaries in September. Water: The Fate of Our Most Precious Resource by Marq De Villiers Desert Solitaire: A Season in the Wilderness by Edward Abbey The Long Emergency: Surviving the End of Oil, Climate Change, and Other Converging Catastrophes of the Twenty-First Century by James Howard Kunstler Out of Gas: The End of the Age of Oil by David L. Goodstein Silent Spring by Rachel Carson The World Without Us by Alan Weisman A River Ran Wild: An Environmental History by Lynne Cherry Too Smart for Our Own Good: The Ecological Predicament of Humankind by Craig Dilworth The Environmental Policy Paradox by Zachary by Alden Smith GasLand (2010) It is happening all across America-rural landowners wake up one day to find a lucrative offer from an energy company wanting to lease their property. Reason? The company hopes to tap into a reservoir dubbed the "Saudi Arabia of natural gas." Halliburton developed a way to get the gas out of the ground-a hydraulic drilling process called "fracking"-and suddenly America finds itself on the precipice of becoming an energy superpower. Food, Inc. (2008) Food, Inc. is a 2008 American documentary film directed by Emmy Award-winning filmmaker Robert Kenner. The film examines corporate farming in the United States, concluding that agribusiness produces food that is unhealthy, in a way that is environmentally harmful and abusive of both animals and employees. The film is narrated by Michael Pollan and Eric Schlosser.

Fine Arts Department Studio Art AP – 2D Design Summer is a great time for exploring new ideas! The warm weather invites you to play and discover the artist within you. We enjoy the great luxury of time to wander, think, and observe. The following assignments are designed to keep you visually aware and reflective upon that which you see, collect and record. Please keep in mind that the emphasis of all AP Studio work is The Elements and Principles of Design: (Elements: line, shape, color, value, form, texture, space; Principles: balance, contrast, emphasis, movement, pattern, rhythm, unity). In this course you will develop mastery in concept, composition as well as execution of 2D design elements. The class will be rigorous and demanding. It will also provide the rich reward of artistic discovery and learning. At the end of the year, each student will produce a portfolio of 24 superior artworks. For questions contact Ms. Chmiel by email at chmiel@bchigh.edu. A copy of this assignment will be sent to you. Keep it stored in your email in case you lose this hard copy. There are three parts to your assignment: 1. Journal – 20 Pages - 200 Points – Due first day of class. The Visual Journal must be an on-going summer investigation, collection, and work that will lead you into your AP work in the Fall. Use the Artist’s Journal Workshop to jump start your work. Visual Journal must include:

1. 5 photos you’ve taken, like very much, and include a paragraph explaining why. 2. 5 photos that are incomplete in some way that you draw into/paint into/cut apart to improve. 3. 5 collages made with found bits of paper (tickets, wrappers, magazine or newspaper images/words, or anything else you like). 4. 5 pages exploring the Elements of Design freehand.

These two web addresses WILL BE INSPIRATIONAL AND HELPFUL for journaling IDEAS: http://1000journals.com/ http://www.gis.net/~scatt/sketchbook/links2.html Some more Ideas for your visual journal… Visit a museum with your sketchbook and wander for a few hours…draw from observation…notice everything…admire and analyze the colors and design of a candy wrapper or a car in a parking lot…document your thoughts as you explore…or, respond in a visual way to the book the whole school will be reading. This will be a great place for you to notice the elements and principles of design at work in the world or in your imagination. All work must be original in your journal. If another’s work is used as a basis for your page, credit the source and/or significant alteration must be done for it to be considered original. We have discussed this in class and will continue to address this important issue in critiques. Each page does not have to be a masterpiece, but definitely presentable. Words could be part or all of a journal page’s entry. 2. Investigate the College Board website: http://www.collegeboard.com/student/testing/ap/sub_studioart.html This site contains all studio art information and artwork from previous years. Select 2D Design portfolio and go to the “breadth” and “concentration” sections to view samples of student work and statements. This will help you understand the College Board’s expectations. 3. Take Photographs – 100 photos – 200 Points – Due first day of class. All students should do this assignment, whether you’ve taken a photo class or not. It is important for idea generation. This work will be a vital resource of images for the year ahead. Use the below list as a guide. I recommend 5 shots per situation. You do not have to address each topic and are not limited to 5 shots, but work

done should pertain to one of the categories. Cameras are preferable but cell phones are OK to use. (you do not have to go out and buy a camera for this assignment). All photos will be copied to the CD I gave you. Check list on the following page should be completed as a part of the assignment. You may print any photos at home or commercial services may be used. AP Studio Art - 2D Design Photo Checklist Name______________________________________________________________________ Photo Assignment Check Completed Macro of a plant Macro of a machine Photo of a person as if in a conversation Photo of a person from a distance Something reflected in a puddle after a rain storm Something reflected in a mirror or a shiny surface A Laundromat A Health Club or Athletic Event Produce at a Farmer’s Market The Inside of a Parking Garage An open refrigerator Downtown lights A portrait with dramatic lighting Exterior space showing linear perspective Draped fabric Photos of one object in different positions and lighting Architectural spaces inside or outside Something broken or in decay An aisle in a grocery store The interior of a car looking out a window Water in any form Fire within a context (fire pit, grill, match, etc.) A crowd A wild creature or insect Textures of interest (rust, moss, cake) A manhole cover or road hardware The Golden Hour (the hour before sunset) Continuation of last year’s project proposal Free choice (please specify here)

Studio Art AP – 2D Design / Photography Summer is a great time for exploring new ideas! The warm weather invites you to play and discover the artist within you. We enjoy the great luxury of time to wander, think, and observe. The following assignments are designed to keep you visually aware and reflective upon that which you see, collect and record. Please keep in mind that the emphasis of all AP Studio work is The Elements and Principles of Design: (Elements: line, shape, color, value, form, texture, space; Principles: balance, contrast, emphasis, movement, pattern, rhythm, unity). In this course you will develop mastery in concept, composition as well as execution of 2D design elements. The class will be rigorous and demanding. It will also provide the rich reward of artistic discovery and learning. At the end of the year, each student will produce a portfolio of 24 superior artworks. For questions contact Ms. Chmiel by email at chmiel@bchigh.edu. A copy of this assignment will be sent to you. Keep it stored in your email in case you lose this hard copy. There are three parts to your assignment. 1. Journal – 20 Pages - 200 Points – Due 1st day. The Visual Journal must be an on-going summer investigation, collection, and work that will lead us into your AP work in the Fall. Visual Journal must include:

1. 10 contact sheets containing 9-12 of your best photos of a subject from the list below. Each contact sheet should be of a different subject. Three of the contact sheets should have an Element of Design as it’s subject. 2. 10 enlarged and printed photos that you’ve taken, like very much, and have chosen from your contact sheet on that subject. 3. 5 artist statements for 5 of the 10 enlarged and printed photos. (You choose which you would like to comment on.) The statement should be typed in 12 pt. font 1.5 spacing. 4. 5 photos that are incomplete in some way that you write into, cut apart and reassemble, or combine/collage to improve (you may use photos, words, magazines, etc).

These two web addresses might be inspirational and helpful for journaling: http://1000journals.com/ http://www.gis.net/~scatt/sketchbook/links2.html Some Ideas… Visit a museum or gallery with your journal/camera and wander for a few hours…take a trip into Boston with a friend…notice everything…admire and analyze the colors and design of a car in a parking lot…document your thoughts as you explore…combine photos along with your thoughts on your journal pages. This will be a great place for you to notice the elements and principles of design at work in the world around you. All work must be original in your journal. If another’s work is used as a basis for your page, credit the source and/or significant alteration must be done for it to be considered original. We have discussed this in class and will continue to address this important issue in critiques. Each page does not have to be a masterpiece, but definitely something that looks crafted, presentable and composed. Words could be part or all of a journal page’s entry. Words can invade the space of a photo! Explore! 2. Investigate the College Board website: http://www.collegeboard.com/student/testing/ap/sub_studioart.html This site contains all studio art information and artwork from previous years. Select 2D Design portfolio and go to the “breadth” and “concentration” sections to view samples of student work and statements. This will help you understand the College Board’s expectations. 3. Take Photographs – 200 photos – 200 Points – Due 1st day.

This assignment is important for idea generation. (Contact sheets from the assignment above can be from this group.) This work will be a vital resource of images for the year ahead. Use the below list as a guide. I recommend 10 shots per situation. You do not have to address each topic and are not limited to 10 shots, but work done should pertain to one of the categories. A camera should be used at all times. All photos will be copied to the CD I gave you. Check list on the following page should be completed as a part of the assignment. Photo students should print all their own work. AP Studio Art - 2D Design/Photography Checklist Name______________________________________________________________________ Photo Assignment Check Completed

Macro of a plant Macro of a machine Photo of a person as if in a conversation Photo of a person from a distance Something reflected in a puddle after a rain storm Something reflected in a mirror or a shiny surface A Laundromat A Health Club or Athletic Event Produce at a Farmer’s Market The Inside of a Parking Garage An open refrigerator Downtown lights A portrait with dramatic lighting Exterior space showing linear perspective Draped fabric Photos of one object in different positions and lighting Architectural spaces inside or outside Something broken or in decay An aisle in a grocery store The interior of a car looking out a window Water in any form Fire within a context (fire pit, grill, match, etc.) A crowd A wild creature or insect Textures of interest (rust, moss, cake) A manhole cover or road hardware The Golden Hour (the hour before sunset) High noon An amusement park A wedding or other social event Shooting in dense fog Shooting through a rain drenched window Shooting through a screen or veil Capturing fireworks AP Studio Art - 2D Design/Photography Checklist (Continued)

Night timed exposures Free choice (please specify here) Studio Art AP – Drawing Summer is a great time for exploring new ideas! The warm weather invites you to play and discover the artist within you. We enjoy the great luxury of time to wander, think, and observe. The following assignments are designed to keep you visually aware and reflective upon that which you see, collect and record. Please keep in mind that the emphasis of all AP Studio work is The Elements and Principles of Design: (Elements: line, shape, color, value, form, texture, space; Principles: balance, contrast, emphasis, movement, pattern, rhythm, unity). In this course you will develop mastery in concept, composition as well as execution of 2D design elements. The class will be rigorous and demanding. It will also provide the rich reward of artistic discovery and learning. At the end of the year, each student will produce a portfolio of 24 superior artworks. For questions contact Ms. Chmiel by email at chmiel@bchigh.edu. A copy of this assignment will be sent to you. Keep it stored in your email in case you lose this hard copy There are three parts to your assignment. 1. Visual Journal – 20 Pages - 200 Points – Due 1st day of class. The Visual Journal must be an on-going summer investigation, collection, and work that, DEPENDING ON THE QUALITY, COULD BE USED FOR YOUR PORTFOLIO as well as a catalyst for your expanded AP works in the fall. DO YOUR BEST! Visual Journal must include:

1. 5 Pages of observational drawings. Not from a photo, these should be drawings done of something or someone FROM LIFE, i.e. SITTING/PLACED RIGHT IN FROMT OF YOU. 2. 5 Photos (that are incomplete in some way) that you draw into; paint into; cut apart then draw into to improve. 3. 5 Self-portraits that are very different from one another. 4. 5 Pages exploring the Elements of Design through collage. THE CUT OR TEAR IS THE LINE OF YOUR DRAWING.

The journal is where you write down your thoughts, ideas or plans. Incorporate these words INTO your drawings. The words may become your drawings! I encourage you to investigate compositional styles of other artists. These two web addresses might be inspirational and helpful for journaling: http://1000journals.com/ http://www.gis.net/~scatt/sketchbook/links2.html Some more Ideas for your visual journal… Visit a museum with your sketchbook and wander for a few hours…notice everything…admire and analyze the colors and design of nature or a car in a parking lot…document your thoughts as you explore…or, respond in a visual way to the book the whole school will be reading. This will be a great place for you to notice the elements and principles of design at work in the world or in your imagination. All work must be original in your journal. If another’s work is used as a basis for your page, credit the source and/or significant alteration must be

done for it to be considered original. We have discussed this in class and will continue to address this important issue in critiques. Each page does not have to be a masterpiece, but definitely presentable. Words should be an essential part of a journal page’s entry. 2. Investigate the College Board website: http://www.collegeboard.com/student/testing/ap/sub_studioart.html This site contains all studio art information and artwork from previous years. Select 2D Design portfolio and go to the “breadth” and “concentration” sections to view samples of student work and statements. This will help you understand the College Board’s expectations. 3. Take Photographs – 100 photos – 200 Points – Due 1st day. All students should do this assignment, whether you’ve taken a photo class or not. It is important for idea generation. This work will be a vital resource of images for the year ahead. Use the below list as a guide. I recommend 5 shots per situation. You do not have to address each topic and are not limited to 5 shots, but work done should pertain to one of the categories. Cameras are preferable but cell phones are OK (you do not have to go out and buy a camera). All photos will be copied to the CD I gave you. Check list on the following page should be completed as a part of the assignment. You may print any photos at home or commercial services may be used. AP Studio Art – Drawing Photography Checklist Name______________________________________________________________________ Photo Assignment Check Completed Photos of prepared food Photos of the interior of your home or someone else’s Photo of a person as if in a conversation Photo of a person from a distance Something reflected in a puddle after a rain storm Something reflected in a mirror or a shiny surface A Laundromat A Health Club or Athletic Event Produce at a Farmer’s Market The Inside of a Parking Garage An open refrigerator Downtown lights A portrait with dramatic lighting Exterior space showing linear perspective Draped fabric Photos of one object in different positions and lighting Architectural spaces inside or outside Something broken or in decay An aisle in a grocery store The interior of a car looking out a window Water in any form Fire within a context (fire pit, grill, match, etc.) A crowd A wild creature or insect Textures of interest (rust, moss, cake) A manhole cover or road hardware

The Golden Hour (the hour before sunset) Architectural details Facial expressions Commuters Tourists Someone eating an ice cream cone A neighborhood Bicyclists, runners The kitchen sink filled with dirty dishes An ant hill Free choice (please specify here)