Board of Education
Administration
Jeffrey M. Graham, Ed. D., Superintendent
Daniel B. Bowman, Treasurer/CFO
Michael Hartenstein, Executive Director
Laura Watson, Director
Rated Excellent by the State of Ohio
Serving Parma, Parma Heights and Seven Hills
Leo Palaibis, President
Kathleen A. Petro, Vice President
Karen S. Dendorfer
Rosemary C. Gulick
Sean P. Nicklos
VALLEY FORGE
ENGLISH III AP – GR 11
Dear Parents/Guardians:
Welcome to Parma City School District’s High School
Summer Reading Program! Reading is the most important
lifelong skill that we can help our children to learn and to
practice.
Goal: To encourage students to read for pleasure and
continue to refine their reading skills in order to become lifelong readers.
Requirements for Students Entering Regular English I, II, III, IV:
9
9
9
9
Select and read ONE book from the appropriate list.
Complete the assessment included with this packet.
Be prepared to turn in assessment during the first week of school.
Students enrolled in more than one class must complete a reading for BOTH classes.
Students Entering Honors, AP & ELL:
9 Refer to the separate list for each class.
9 Lists will be posted on ParmaCitySchools.org website.
Expectations:
9
9
9
9
9
This is a district-wide requirement; it is not extra credit.
Some teachers may assign additional activities.
The grade will be reflected in the first marking period.
Noncompletion of the assignment will be reflected as a zero.
Students who travel between buildings should select a book from the list for the building where they are
enrolled in English.
9 Students who enroll in the district less than seven days before school starts will be granted an extension for
the summer reading assignment. Students who register after the first marking period are not required to
make up summer reading.
9 Each student is required to complete his or her own assignment.
Booklists Available At:
9
9
9
9
9
District website www.parmacityschools.org
Local bookstores (Borders Books-Strongsville, Barnes & Noble Crocker Park)
Cuyahoga County Public Libraries (Parma Heights, Parma-Ridge, Parma-Snow, Parma-South)
Student Services Department at the Board of Education
Your school office in June and August
5311 Longwood Avenue x Parma, Ohio 44134 x Phone: (440) 842-5300 x FAX: (440) 885-8755
-AN EQUAL OPPORTUNITY EMPLOYER-
Valley Forge High School
Summer Reading for Students Entering
English III AP Language and Composition (Grade 11)
2011-2012
Dear AP Language and Composition Student:
You have been recommended by your 10th grade teachers to be part of the AP Language and Composition course.
At the end of the year, you will have the opportunity to take the AP Language and Composition test. In order to
get started properly, there are some assignments that you will complete over the summer.
Here is a description of your AP Summer Reading assignments that you will need to have completed by the dates
indicated below:
1--1984 (fee book---yours to keep and annotate) along with the study guide. The guide will be completed in
written or typed form. You may use your own paper, but it will need to be attached to the guide. The work for this
book is due on the FIRST COMPLETE DAY OF SCHOOL, AUGUST 25th .
2--The second assignment consists of reading a book from the list and completing a book evaluation for it. (See
instruction page.) This assignment will receive a grade for first quarter. The work for this book is due on the first
Friday of the school year 8/26/11. Please do not be tempted to use outside sources for your evaluation.
Plagiarizing from Sparknotes, Cliff’s Notes, Bookrags (and any other sources for information) will not be
considered your own work. Credit will not be given, and parents will be contacted.
3--The third assignment consists of reading a book from the list for which you will write an in-class, timed essay
using an AP style prompt. These essays will be used for learning the peer editing process and essay discussion.
They will receive activity points, and you will acquire graded discussion points for talking about them. This writing
will take place on Friday, September 2nd . YOU WILL NEED TO BE IN POSSESSION OF THE BOOK
YOU CHOOSE TO WRITE ON FOR SEPTEMBER 1st. ON SEPTEMBER 1st, YOU WILL BE
ALLOWED TO MAKE A NOTE SHEET IN CLASS FOR THE ESSAY ON THE SECOND. THIS
BOOK IS NOT TO BE THE SAME BOOK ON WHICH YOU DID YOUR EVALUATION.
By MONDAY, AUGUST 1st, I will receive an email from you telling me which two options you have decided to
read this summer. ([email protected]) If you do not email, send a note or post card to the school:
Mr. Baker, VFHS
9999 Independence Blvd.
Parma Heights, OH 44130
x You may change your mind at any time before the due date in regards to your selections, as long as you
complete your work on time.
x You may email me with questions. I will answer as soon as possible, though not necessarily on the same day.
Please be patient.
Stop in to Room 110, the Yearbook office, or email me with questions that you have on assignments.
Mr. Baker
PARMA CITY SCHOOL DISTRICT – VALLEY FORGE HIGH SCHOOL
ENTERING ENGLISH III AP (GRADE 11)
Valley Forge High School AP Language and Composition Summer Reading List 2011-2012
Please pick TWO BOOKS from the following list and
use them to fulfill the assignments outlined in the introductory letter.
These texts can all be found in on Amazon.com or in the Cuyahoga County Library System.
Arendt, Hannah. Eichmann in Jerusalem: A Report on the Banality of Evil
Hannah Arendt’s authoritative report on the trial of Nazi leader Adolf Eichmann includes further factual material that
came to light after the trial, as well as Arendt’s postscript directly addressing the controversy that arose over her
account.*!
Kingston, Maxine Hong. The Woman Warrior: Memoirs of a Girlhood Among Ghosts
The Woman Warrior is a pungent, bitter, but beautifully written memoir of growing up Chinese American in Stockton,
California. Maxine Hong Kingston distills the dire lessons of her mother's mesmerizing "talk-story" tales of a China
where girls are worthless, tradition is exalted and only a strong, wily woman can scratch her way upward.*
Machiavelli, Niccolo. The Prince
Machiavelli's The Prince is the ultimate guide to power politics and is still considered essential reading for politicians,
statesmen and leaders five hundred years after it was written. Shocking in its candor and honesty and disturbing because
of its continued relevance to current politics, this is a classic that has truly stood the test of time.*!
Mencken, H.L. Mencken’s America (compiled by S.T. Joshi)
Mencken's wit and breadth of knowledge are apparent throughout this collection, but he is at his best and most timely
when his targets are politics, the American character and the "militant Puritanism" that, according to him, shapes them
both. His skewering of democracy as a system-"this fundamental assumption that a group of idiots, if only its numbers be
large enough, is wiser and more virtuous than any conceivable individual who is not an idiot"-is well reasoned enough to
provoke a weeklong debate about such favorite (and still hotly controversial) Mencken topics as big government, mob
rule and the legislation of morality. *
More, Thomas. Utopia
More's most important work was his 'Utopia,' published in 1516. The name, which is Greek, means No-Place, and the
book is one of the most famous of that series of attempts to outline an imaginary ideal condition of society which begins
with Plato's 'Republic' and has continued to our own time. --Description courtesy of about.com
Naipaul, V.S. Half a Life: A Novel
Naipaul's protagonist is Willie Somerset Chandran, named after Somerset Maugham's encounter with Willie's father in the
1930s while traveling "to get material for a novel about spirituality." Willie travels to England for his education, where he
becomes "part of the special, passing bohemian-immigrant life of London of the late 1950s." Willie soon realizes that his
colonial background allows him to write short stories for well-meaning white liberals, and he begins "to understand that
he was free to present himself as he wished" and that he could "remake himself and his past" through his writing. The
effect is suffocating rather than liberating, and he marries a vaguely sketched "girl or young woman from an African
country," who has read his one published book. Willie begins another "half life" in colonial Mozambique, where he soon
tires of the domestic and sexual tedium of plantation life and flees to Germany, mournfully reflecting that "I have been
hiding for too long."*!
Newman, John Henry. Apologia Pro Vita Sua (A Defense of One's Life)
An influential Church of England vicar, John Henry Newman stunned the Anglican community in 1843, when he joined
the Roman Catholic Church. Protestant clergyman Charles Kingsley launched the most scathing attacks against Newman
and this was Newman's brilliant response. A spiritual autobiography, Apologia Pro Vita Sua explores the very depths and
nature of Christianity.*
PARMA CITY SCHOOL DISTRICT – VALLEY FORGE HIGH SCHOOL
ENTERING ENGLISH III AP (GRADE 11)
Rampersad, Arnold. Jackie Robinson.
The extraordinary life of Jackie Robinson is illuminated as never before in this full-scale biography by Arnold
Rampersad, who was chosen by Jackie's Widow, Rachel, to tell her husband's story, and was given unprecedented access
to his private papers. We are brought closer than we ever have been to the great ballplayer, a man of courage and quality
who became a pivotal figure in the areas of race and civil rights.*
White, E.B. Writings from The New Yorker 1927-1976
Essayist and author of such children's favorites as Charlotte's Web and Stuart Little, White also served as an editorial
writer for The New Yorker . Many of these short pieces have been included in this collection, which traces White's
development as a writer from his short, almost flippant works of the Twenties and Thirties to the longer, more thoughtful
and penetrating essays of the Forties and Fifties. Wide-ranging in subject matter, these essays tackle such diverse subjects
as Khrushchev, revolving doors, and Sunday drivers in New York, all with a sense of humor. Besides bringing all these
gems together, this book offers a valuable historical perspective, especially of the Cold War years, and some lessons for
our present-day leaders.*
Wilde, Oscar. The Uncollected Oscar Wilde. Ed. John Wyse Jackson
["Uncollected" is a slight misnomer. Jackson, a British publisher and essayist, has gathered these occasional pieces from
The Complete Works of Oscar Wilde (1908): they will be familiar to devoted readers, who have always known that the
Divine Oscar did some of his best writing on utterly forgettable subjects. As the book reviews included here show, Wilde
perfected the backhanded compliment and no one has done it better since-the slighter his victim the more delicate his
touch. *
Wollstonecraft, Mary. A Vindication of the Rights of Woman
Writing in an age when the call for the rights of man had brought revolution to America and France, Mary Wollstonecraft
produced her own declaration of female independence in 1792. Passionate and forthright, A Vindication of the Rights of
Woman attacked the prevailing view of docile, decorative femininity and instead laid out the principles of emancipation:
an equal education for girls and boys, an end to prejudice, and the call for women to become defined by their profession,
not their partner. Mary Wollstonecraft’s work was received with a mixture of admiration and outrage—Walpole called her
“a hyena in petticoats”—yet it established her as the mother of modern feminism.*
Yezierska, Anzia. Bread Givers: A Novel
Conscious of her outsider status - a Polish immigrant, a writer in a foreign language, a Jewish female - Anzia Yezierska
takes us inside an early twentieth-century American immigrant Jewish family, a family without a son to lighten their load
or brighten their lives. Sarah, the narrator of Bread Givers, describes with urgency and in detail the lives she, her sisters,
and her mother live to support their revered, torah-reading father: their crowded shared rooms so he can study
undisturbed; the numerous jobs all but he work to maintain the family and support his books, charities, and manner of
dress; his constant and often impossible demands. Sarah struggles to remain loyal: "I began to feel I was different than my
sisters... If they ever had times they hated Father, they were too frightened of themselves to confess... But could I help it
what was inside me? I had to feel what I felt even it killed me." Through profuse and perceptive dialogue, Anzia
Yezierska brings to life a heritage whose strength, wisdom, and idiom continue, seventy years later, to enrich North
American culture and language.*!
*Description Courtesy of amazon.com
! May contain adult situations or language that some will find offensive.
PARMA CITY SCHOOL DISTRICT – VALLEY FORGE HIGH SCHOOL
ENTERING ENGLISH III AP (GRADE 11)
Name _____________________________________
For the following, you will be using the Signet Classic Edition of the text, with an Afterword by Erich Fromm. It is important
that you read the Afterword as THIS WILL INVOLVE A FOLLOW-UP ASSIGNMENT AT THE BEGINNING OF THE COURSE.
Feel free to answer the questions on this or your own paper.
Book One, Chapters 1-2
1.
What are the three slogans of the Inner Party?
2.
What are the four ministries?
3.
Briefly describe the Two Minute Hate.
4.
What happens between O’Brien and Winston?
5.
What is "thoughtcrime"?
6.
What are the Thought Police?
7.
How do the Parsons’ children behave?
8.
What is Winston's dream about O’Brien?
Book One, Chapters 3-4
1.
What is Winston’s dream about his mother? How does he feel about himself in that dream?
2.
What is his dream about the "Golden Country"?
3.
Explain the Party slogan, "Who controls the past controls the future; who controls the present controls the past."
4.
Describe Winston’s job.
5.
How does Winston feel about his work? What sort of "creativity" is involved?
6.
What is the significance of Comrade Ogilvy?
Book One, Chapters 5-7
1.
Why does Winston feel that Syme will be vaporized?
2.
What is the purpose of marriage in the state?
3.
How does Winston view the proles?
4.
How are the proles controlled (prole control)?
5.
What lies/half-truths does the Party teach about history?
6.
Winston suspects that the Party lies about progress made since the war. What Party claims does he doubt?
7.
What is the story of Aaronson, Jones and Rutherford?
8.
Why is this story so meaningful for Winston?
9.
What is Winston’s unanswered question?
Book One, Chapter 8
1.
What is life like in the proles’ end of London?
2.
What does Winston think about after his conversation with the old man in the pub?
3.
What does Winston discover at Mr. Charrington’s shop?
4.
What does Winston think when he sees the dark-haired girl outside Mr. Charrington’s shop?
PARMA CITY SCHOOL DISTRICT – VALLEY FORGE HIGH SCHOOL
ENTERING ENGLISH III AP (GRADE 11)
Book Two, Chapter 1
1.
How does Winston react to the note from Julia before he reads it? How does Winston react to the note after he reads it?
2.
How do they manage to meet?
3.
Describe the "parade" in Victory Square. Why does the Inner Party provide the spectacle for the proles? For the Outer Party members?
Book Two, Chapter 2
1.
Why is Winston ill at ease once he is alone with Julia?
2.
What does Julia bring with her that she has obtained on the black market?
3.
What is the significance of the thrush music?
4.
What does Winston mean when he says that he loves Julia all the more because she has had scores of sexual encounters?
Book Two, Chapter 3
1.
How and where do Julia and Winston meet?
2.
What is Julia’s job?
3.
What is her background?
4.
What is her attitude toward the Inner Party?
5.
What do Winston and Julia disagree about?
Book Two, Chapter 4
1.
How does Winston react to the singing prole woman?
2.
What pleasures of the senses are mentioned in this chapter? What is Orwell’s point in mentioning them?
3.
Winston is interested in the church bells that once played in the city even though he is not religious. What do church bells mean to him?
4.
Winston sees the coral paper weight as a symbol of what?
Book Two, Chapter 5-6
1.
Who has vanished?
2.
Describe the preparations for Hate Week. In what ways does the Inner Party excel in building spirit?
3.
Julia and Winston have some differences in opinion. Explain them.
4.
What finally convinces Winston that O’Brien is a member of the Brotherhood?
Book Two, Chapter 7
1.
What does Winston remember about his family and his relationship with his mother?
2.
What does Winston realize about love and loyalty as a result of his dream?
Book Two, Chapter 8—9 (up to Goldstein’s book)
1.
Describe the living quarters and style of the Inner Party members.
2.
What information does O’Brien give them about the Brotherhood?
3.
What are the ways in which the Inner Party builds spirit during Hate Week?
PARMA CITY SCHOOL DISTRICT – VALLEY FORGE HIGH SCHOOL
ENTERING ENGLISH III AP (GRADE 11)
Book Two, Chapter 9, The Book (Goldstein’s book)
1.
Why does Orwell include detailed passages from Goldstein’s Book in 1984?
2.
What three classes of people have always existed?
3.
In what ways have these three classes changed?
4.
What is the purpose of war in the world of 1984?
5.
What are the two aims of the Party?
6.
What are the two problems with which the Party is concerned?
7.
Why do all three superpowers forbid their citizens from associating with foreigners?
8.
What is the real "war" fought in each of the three governments? Your answer will explain the party slogan, "War is Peace."
9.
What are the aims of the three groups?
10. What changes in the pattern occurred in the nineteenth century?
11. How did socialism change in the twentieth century?
12. Why are the rulers in the twentieth century better at maintaining power than earlier tyrants?
13. What are the four ways an elite group falls from power?
14. What is doublethink and what is its purpose to the ruling class?
15. Why is the mutability of the past important to the ruling class?
16. Why will this ruling class live on while earlier tyrants fell?
Book Two, Chapter 10
1.
What understanding does Winston gain about the common people?
2.
What is the significance of the glass paperweight here?
Book Three, Chapter 1
1.
Where is Winston? How is he treated there and why?
2.
Which of Winston’s acquaintances is in the same place and why?
3.
What happens between the starving man and the chinless man?
4.
What effect do the words "Room 101" have on the skull-faced man?
5.
Who truly is O’Brien? What do he and Charrington have in common?
Book Three, Chapter 2
1.
What sort of treatment does Winston receive?
2.
What is O’Brien attempting to teach Winston?
3.
What effect does the (painless) shock treatment have on Winston?
4.
What questions does Winston ask O’Brien and what are the responses?
PARMA CITY SCHOOL DISTRICT – VALLEY FORGE HIGH SCHOOL
ENTERING ENGLISH III AP (GRADE 11)
Book Three, Chapter 3
1.
According to O’Brien, what are the three stages in Winston’s re-integration, and which stage is he about to enter?
2.
Who wrote Goldstein’s book? Is what the book says true?
3.
Why does the Inner Party seek power and how does this reason differ from the reasons of the Soviet Communists under Stalin and the
Nazis?
4.
Explain the slogan, "Freedon is Slavery."
5.
How does one person assert their power over another?
6.
How will Oceania differ from all traditional utopias?
7.
Why does Winston feel he is morally superior to O’Brien and how does O’Brien prove that Winston is wrong?
8.
How does Winston’s physical appearance affect him?
9.
What good thing can Winston say about himself at the end of this chapter?
10. How does Winston feel about O’Brien? Why?
11. What final question does Winston ask O’Brien?
Book Three, Chapter 4
1.
How has Winston’s environment changed? What does he do with his time? How does he show his obedience to the Inner Party?
2.
How does Winston show that he is not entirely true to Big Brother?
3.
How does Winston feel about Big Brother?
Book Three, Chapter 5
1.
What happens in Room 101 and how does this "cure" Winston?
Book Three, Chapter 6
1.
What is the setting?
2.
What is Winston’s job? (Look up "sinecure" if you don’t know it)
3.
How did his meeting with Julia go?
4.
How is it evident that Winston really is a different person?
5.
What is happening in the last two paragraphs of the book?
PARMA CITY SCHOOL DISTRICT – VALLEY FORGE HIGH SCHOOL
ENTERING ENGLISH III AP (GRADE 11)
Summer Reading Book Evaluation Due 8/26/11
Having completed the outside reading assignment, the expectation is that the following guidelines will be used
to submit an adequate evaluation of the assigned reading. Answer each section of the evaluation independently
of one another, and be sure to address each section as completely as possible.
1. Summary: A typed, double-spaced, 250 word summary of the book should be the first element of the
evaluation packet. Do not use a font larger than size 12, and do not make the margins any smaller than
1” on all sides.
2. The second element of the evaluation is simply a list of 20 items that were new, interesting,
enlightening, or entertaining throughout the book. These 20 items should be distributed as evenly as
possible throughout the text. If all of the items listed come from the first three chapters of the text, that
will arouse suspicion. Vocabulary does not count as items that are new, interesting, enlightening or
entertaining. Vocabulary counts as words you should learn if you do not know them. After all, as one
character says to another in Rosencrantz and Guildenstern Are Dead:
"Words. Words. They're all we have to go on."
So should it be true of you. Please indicate the location of each item by page number.
3. The final section of the packet is a personal evaluation of the text in regards to what has been learned,
what was already known, and what made the book either a pleasure or a pain to read.
x
x
x
x
x
x
x
x
FORMAT:
Please put each item on a separate page.
Please type each item, if possible.
If typed, please double space each item.
If hand-written, please skip every other line.
Please put name, date, title of text and period in the upper right-hand corner.
Please don't attempt to finish this assignment one night or period before it is due.
Please don't attempt to use the “all out of ink” excuse. Email the item in .rtf (rich text format) or
Microsoft Word 97, 2000, or XP format to [email protected] AS AN ATTACHMENT.
Cutting and pasting and formatting your work out of an email and into a document causes your
work to not appear as you intended.
COMPILE ALL PARTS INTO A SINGLE DOCUMENT AND ATTACH AS A SINGLE
FILE
PARMA CITY SCHOOL DISTRICT – VALLEY FORGE HIGH SCHOOL
ENTERING ENGLISH III AP (GRADE 11)