Rising 8th Grader
__________________________’s
Summer Break Packet Checklist
ELA Assignment – Page 2
Math Assignment
o Complete either the Math (pg. 7) or Algebra (pg. 15) section.
Science Assignment – pg. 23
Humanities Assignment – pg. 39
Rising 8th Grade Reading Guide – pg. 43
Due on Wednesday, September 7, 2016
8th Grade ELA Summer HW (Part 1)
Dear Incoming 8th Graders,
We look forward to seeing you in September! In preparation for the work we’ll be doing together next
year, please read one of the following required books — either A YOUNG PEOPLE’S HISTORY OF
AMERICA or A PEOPLE’S HISTORY OF AMERICAN EMPIRE — and complete the required
ODWA, which is detailed below.
We really look forward to reading your thoughts. Please be sure to print this page and bring your
ODWA with you to your first day back in order to receive full credit.
Best,
Mr. Baird and Ms. Reynolds
--STEP ONE: Required Reading and ODWA.
After publishing A Young People’s History of the United States in 2007, Howard Zinn wrote the
following statement:
“I want young people to understand that ours is a beautiful country, but it has been taken over by men
who have no respect for human rights. Americans are basically decent and caring, and our highest
ideals are expressed in the Declaration of Independence — which says that all of us have an equal
right to ‘life, liberty, and the pursuit of happiness’ — but over the course of history these ideals
have been ignored.”
Based on Zinn’s statement above, write an essay explaining how he shows a disrespect for human
rights or America’s ideals using one particular chapter or period in history that he writes about. Some
examples could include:
-
Americans’ treatment of Native Americans
Slavery and/or historical forms of racism against people of color
Different wars that America was involved in that led to deaths of civilians and innocent people
The rights of any disadvantaged or minority group over the course of American history
Your essay should include an introduction, 2-3 body paragraphs, and a conclusion. Each of your body
paragraphs should include 2-3 pieces of evidence (quotes and paraphrases).
2
Write your essay on the lines below (like an ODWA). This assignment will count as an effort grade and
achievement grade in the first marking period of 8th grade.
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6
Dear Parents & Guardians:
Over the summer, rising 8th grade math students at Brooklyn Prospect Charter School are
expected to do three things:
1) Complete online math work to keep their skills sharp.
2) Continue practicing the rules of integers. (working with positive/negative numbers)
3) Create a Patterns Project to bring to the first day of school.
We are lucky to have access to a website called IXL which contains hundreds of math practice
questions that are closely aligned with New York State standards. All incoming 8th grade
students should work on at least 8 IXL topics over the summer. On the attached page you will
find the 4 topics that all students are required to complete, plus additional recommended topics.
Students should achieve a “Sm art Score” of 75 or higher for each skill but do not
need to reach 100.
One of the best things about IXL is that your child can access it from anywhere that has an
internet connection! Students who do not have internet access at home who wish to come to
Brooklyn Prospect to complete IXL assignments should have their parents contact Mr. Horowitz
([email protected]) or Ms. Michael ([email protected]) via email, or
by calling 347-889-7041 to arrange a date and time during our Summer Academy session.
Summer Academy is from July 11 – August 12 this year.
In addition, all students must continue practicing the rules of adding, subtracting, multiplying,
and dividing integers. Students can play the game PinataFever online at MangaHigh
(http://www.mangahigh.com/en-us/games/pinatafever). Students can also use IXL to practice
these rules. (8th grade skills, C.3 and C.7.) These facts will be tested on the first days of school. It
is a good idea to study these skills with a parent or sibling.
Finally, students are to complete the Patterns Project. The instructions are attached in this
packet. It is an excellent way to help students visualize patterns and begin describing patterns
mathematically. We will display these patterns in our classroom so be sure to make them colorful.
Please contact Ms. Thaker ([email protected]) by email if you have any questions
about these assignments or how to use IXL or MangaHigh.
Thank you in advance for your support!
Sincerely,
Paaven Thaker | MS Math/Science Department Head
[email protected].
7
IXL Login Inform ation
Please note: New students' IXL usernames and passwords will be in the IXL system as of July 1.
Returning students already have an IXL username and password. Please follow the steps below
to log in.
To log in to IXL, go to www.ixl.com/signin/brooklyn. The username should be your child’s first
initial and last name followed by @brooklyn, and the password is “password.” For example, for
Jane Doe, the username and password would be as follows:
Username: jdoe@brooklyn
Password: password
When your child enters IXL, he or she should click on the 8 th grade tab and then choose the
topics listed below from that list. Please check in with your child as they work. As teachers, we
can also review the practice sessions your child has done in order to provide extra instruction if it
is needed in the fall.
IXL Topics
All of the topics below are found on the 8 th grade list in IXL unless otherwise
indicated.
Required Topics for
Incom ing Eighth Graders
(Com plete all 4)
Additional Topics for Incom ing Eighth Graders
(Com plete any 4 additional topics.)
Regular Level
J.1 Convert between
percents, fractions, and
decimals
N.2 Find measures of
complementary,
supplementary, vertical, and
adjacent angles
C.7 Multiply and divide
integers
N.6 Find missing angles in
triangles and quadrilaterals
E.5 Multiply and divide
rational numbers
X.8 Complete a table and
graph a linear function.
U.1 Which x satisfies the
equation?
U.7 Solve multi-step
equations.
U.5 Solve one-step
equations
S.5 Evaluate multivariable expressions
E.2 Add and subtract
rational numbers
S.10 Add and subtract like
terms
F.2 Evaluate exponents
Challenge Level
H.8 Solve proportions
Tips for Parents:
1. Students should be solving problems on paper, then selecting or entering the answer into
the computer. Please make sure your child has paper and a pencil out while working in IXL.
They will not be able to do all of the problems in their heads!
2. You can monitor your child’s progress in a skill by looking at the Smart Score on the
right hand side of the screen. The closer this is to 100, the better your student is doing with
that skill. A score under 30 after 10 minutes of practice means that your student is
struggling and may need assistance to get on track. Students should reach a Sm art
Score of 75 for the topics assigned for this sum m er.
3. When your child gets a problem wrong, they can click Explanation to see a step-by-step
explanation of how to solve the problem correctly. Please encourage your child to use this
tool to learn from their mistakes. It can also be helpful for parents who want to understand
how to explain a skill to their child.
4. In addition to making math practice exciting, IXL is designed to help your child learn at
his or her own pace. The website is adaptive and will adjust to your child's demonstrated
ability level. The site also records all of your child's results, so you can monitor your child's
progress anytime by clicking on the Reports tab.
9
Rules of Integers
Addition:
Subtraction:
Same sign, add and keep,
Different sign subtract!
Take the sign of the highest
number
Then you’ll be exact!
Use Keep-Change-Change to make any
subtraction problem into an addition
problem.
1) Keep the sign on the first integer.
2) Change the operation (minus to plus, or
plus to minus).
3) Change the sign on the second integer.
When adding,
o if the signs of the integers are the
same, add the numbers and keep the
sign.
For example:
o if the signs of the integers are
different, subtract and keep the sign of -10 – (-7) =
the larger number.
o Keep -10
o Change – to +
For example:
o Change -7 to +7
-10 + (+7) = -3
+3 + (+4) = +7
6 + (-2) =
-3 + (-4) = -7
o Keep 6
o Change + to –
-3 + (+4) = 1
o Change -2 to +2
6 – (+2) = 4
+3 + (-4) = -1
Multiplication & Division:
Multiply or Divide
It’s an easy thought!
Same signs are positive
Different signs are not!
When multiplying or dividing,
o If the signs are the same (both positive or both negative), the answer is positive.
o If the signs are different (one negative, one positive), the answer is negative.
+3 * +4 = 12
or
+3 * (-4) = (-12) or
(-3) * (-4) = 12
(-3) * +4 = (-12)
signs the same, answer positive
signs different, answer negative
10
Patterns are all around us! In this task, you will investigate two different types of
visual patterns. In the 8th grade, we must become fluent in different ways to
describe patterns. Through the use of patterns, we will be describing our
patterns using representations that include drawings, words, tables, graphs, and
using algebra!
WHAT YOU NEED…
•
•
•
poster board or computer paper
graph paper
colored pencils or markers
WHAT TO DO
1. Visit visualpatterns.org
2. Choose any 4 patterns where 2 are growing by a linear rate (the same number of
items are being added to each pattern) and 2 are growing by a non-linear rate (each
pattern is growing by a multiplicative rate – the pattern doubles or triples each time).
3. For each pattern, you will do the following on poster paper or computer paper:
(You may use the grid template on the next page to help you organize your
information.)
! A) Include the first three steps of the pattern. This can be printed, drawn, created,
etc…
! B) Draw the next two steps of the pattern visually.
! C) Create a table of values for the pattern.
! D) Create a graph to represent the pattern. (Scale and label your graph!)
! E) Using words, describe how the pattern is changing. In writing, you should include
some math (numbers, symbols, operations, etc…) that will help someone who is
unfamiliar with the pattern understand how your pattern is changing.
! BONUS: Draw the 20th step of this pattern and calculate the number of units in the
20th step of your pattern.
! BONUS: Write an algebraic equation or expression to represent your pattern!
Some helpful tips…
"
"
"
"
You can be creative with what you decide to
count as the pattern. For example, in the
pattern to the right you could choose to count
the number of boxes or you could choose to
count the number of lines in each figure. Just
be sure that it is clear what you are counting.
For each pattern, the first diagram is “Step 1”
Display all of your information in a neat, clear, professional, easy to read format.
Want to challenge yourself? Write an equation to represent your pattern! Draw
and find the 100th pattern. Create your own pattern!
11
12
Original Pattern
Next Two Steps
Written Description
Graph
Table of Values
Step #
# of ________
1
2
3
4
5
10
20
Original Pattern
Next Two Steps
Step 1:
Step 2:
Step 3:
Written Description
In this pattern, I counted
the number of blocks in
each step. This pattern will
13
continue to add 2 more
blocks to get the next
pattern. I can represent
this pattern by doing
2*(step #) + 1. For
example, in step #3, 2*3 +
1, would give me 7 blocks.
Graph
Table of Values
Step #
# of blocks
1
3
2
5
3
7
4
9
5
11
10
21
20
41
n
2(n) + 1
14
Dear Parents & Guardians:
Over the summer, incoming 8th grade Algebra 8 students at Brooklyn Prospect Charter School are
expected to do three things:
1) Complete online math work to keep their skills sharp.
2) Continue practicing the rules of integers. (working with positive/negative numbers)
3) Create a Patterns Project to bring to the first day of school.
We are lucky to have access to a website called IXL which contains hundreds of math practice
questions that are closely aligned with New York State standards. All incoming 8th grade
students should work on at least 8 IXL topics over the summer. On the attached page you will
find the 8 topics that all students are required to complete. Students should achieve a
“Sm art Score” of 75 or higher for each skill but do not need to reach 100.
One of the best things about IXL is that your child can access it from anywhere that has an
internet connection! Students who do not have internet access at home who wish to come to
Brooklyn Prospect to complete IXL assignments should have their parents contact Mr. Horowitz
([email protected]) or Ms. Michael ([email protected]) via email, or
by calling 347-889-7041 to arrange a date and time during our Summer Academy session.
Summer Academy is from July 11 – August 12 this year.
In addition, all students must continue practicing the rules of adding, subtracting, multiplying,
and dividing integers. Students can play the game PinataFever online at MangaHigh
(http://www.mangahigh.com/en-us/games/pinatafever). Students can also use IXL to practice
these rules. (8th grade skills, C.3 and C.7.) These facts will be tested on the first days of school. It
is a good idea to study these skills with a parent or sibling.
Finally, students are to complete the Patterns Project. The instructions are attached in this
packet. It is an excellent way to help students visualize patterns and begin describing patterns
mathematically. We will display these patterns in our classroom so be sure to make them colorful.
Please contact Ms. Thaker ([email protected]) by email if you have any questions
about these assignments or how to use IXL or MangaHigh.
Thank you in advance for your support!
Sincerely,
Paaven Thaker | MS Math/Science Department Head
[email protected].
15
IXL Login Inform ation
Please note: New students' IXL usernames and passwords will be in the IXL system as of July 1.
Returning students already have an IXL username and password. Please follow the steps below
to log in.
To log in to IXL, go to www.ixl.com/signin/brooklyn. The username should be your child’s first
initial and last name followed by @brooklyn, and the password is “password.” For example, for
Jane Doe, the username and password would be as follows:
Username: jdoe@brooklyn
Password: password
When your child enters IXL, he or she should click on the 8 th grade tab and then choose the
topics listed below from that list. Please check in with your child as they work. As teachers, we
can also review the practice sessions your child has done in order to provide extra instruction if it
is needed in the fall.
IXL Topics
All of the topics below are found on the 8 th grade list in IXL unless otherwise
indicated.
Required Topics for Incom ing Eighth Grade
Interm ediate Algebra Students
(Com plete all 8)
H.8 Solving proportions
F.6 Understanding
negative exponents
U.7 Solve multi-step
equations.
X.10 Write a linear
function from table
W.1 Find the slope of a
graph
V.6 Solve two-step
inequalities
Z.4 Add and subtract
polynomials
X.4 Rate of change
Tips for Parents:
1. Students should be solving problems on paper, then selecting or entering the answer into
the computer. Please make sure your child has paper and a pencil out while working in IXL.
They will not be able to do all of the problems in their heads!
2. You can monitor your child’s progress in a skill by looking at the Smart Score on the
right hand side of the screen. The closer this is to 100, the better your student is doing with
that skill. A score under 30 after 10 minutes of practice means that your student is
struggling and may need assistance to get on track. Students should reach a Sm art
Score of 75 for the topics assigned for this sum m er.
3. When your child gets a problem wrong, they can click Explanation to see a step-by-step
explanation of how to solve the problem correctly. Please encourage your child to use this
tool to learn from their mistakes. It can also be helpful for parents who want to understand
how to explain a skill to their child.
4. In addition to making math practice exciting, IXL is designed to help your child learn at
his or her own pace. The website is adaptive and will adjust to your child's demonstrated
ability level. The site also records all of your child's results, so you can monitor your child's
progress anytime by clicking on the Reports tab.
17
Rules of Integers
Addition:
Subtraction:
Same sign, add and keep,
Different sign subtract!
Take the sign of the highest
number
Then you’ll be exact!
Use Keep-Change-Change to make
any subtraction problem into an
addition problem.
1) Keep the sign on the first integer.
2) Change the operation (minus to plus,
When adding,
or plus to minus).
o if the signs of the integers are the
3) Change the sign on the second
same, add the numbers and keep the integer.
sign.
o if the signs of the integers are
For example:
different, subtract and keep the sign
of the larger number.
-10 – (-7) =
o Keep -10
For example:
o Change – to +
o Change -7 to +7
+3 + (+4) = +7
-10 + (+7) = -3
-3 + (-4) = -7
6 + (-2) =
o Keep 6
o Change + to –
o Change -2 to +2
6 – (+2) = 4
-3 + (+4) = 1
+3 + (-4) = -1
Multiplication & Division:
Multiply or Divide
It’s an easy thought!
Same signs are positive
Different signs are not!
When multiplying or dividing,
o If the signs are the same (both positive or both negative), the answer is positive.
o If the signs are different (one negative, one positive), the answer is negative.
+3 * +4 = 12
or
+3 * (-4) = (-12) or
(-3) * (-4) = 12
(-3) * +4 = (-12)
signs the same, answer positive
signs different, answer negative
18
Patterns are all around us! In this task, you will investigate two different types of
visual patterns. In the 8th grade, we must become fluent in different ways to
describe patterns. Through the use of patterns, we will be describing our
patterns using representations that include drawings, words, tables, graphs, and
using algebra!
WHAT YOU NEED…
•
•
•
poster board or computer paper
graph paper
colored pencils or markers
WHAT TO DO
4) Visit visualpatterns.org
5) Choose any 4 patterns where 2 are growing by a linear rate (the same number of
items are being added to each pattern) and 2 are growing by a non-linear rate (each
pattern is growing by a multiplicative rate – the pattern doubles or triples each time).
6) For each pattern, you will do the following on poster paper or computer paper:
(You may use the grid template on the next page to help you organize your
information.)
! A) Include the first three steps of the pattern. This can be printed, drawn, created,
etc…
! B) Draw the next two steps of the pattern visually.
! C) Create a table of values for the pattern.
! D) Create a graph to represent the pattern. (Scale and label your graph!)
! E) Using words, describe how the pattern is changing. In writing, you should include
some math (numbers, symbols, operations, etc…) that will help someone who is
unfamiliar with the pattern understand how your pattern is changing.
! BONUS: Draw the 20th step of this pattern and calculate the number of units in the
20th step of your pattern.
! BONUS: Write an algebraic equation or expression to represent your pattern!
Some helpful tips…
"
"
"
"
You can be creative with what you decide to
count as the pattern. For example, in the
pattern to the right you could choose to count
the number of boxes or you could choose to
count the number of lines in each figure. Just
be sure that it is clear what you are counting.
For each pattern, the first diagram is “Step 1”
Display all of your information in a neat, clear, professional, easy to read format.
Want to challenge yourself? Write an equation to represent your pattern! Draw
and find the 100th pattern. Create your own pattern!
19
20
Original Pattern
Next Two Steps
Written Description
Graph
Table of Values
Step #
# of ________
1
2
3
4
5
10
20
Original Pattern
3:
Next Two Steps
Step 1:
Step 2:
Step
Written Description
In this pattern, I
counted the number
of blocks in each
step. This pattern will
continue to add 2
more blocks to get
the next pattern. I
can represent this
pattern by doing
2*(step #) + 1. For
example, in step #3,
2*3 + 1, would give
me 7 blocks.
Graph
Table of Values
Step #
# of blocks
1
3
2
5
3
7
4
9
5
11
10
21
20
41
n
2(n) + 1
22
Grade 8 Summer Science
Explorations
This summer, you will complete two activities to get you thinking scientifically.
All students must complete TWO of the following...
❏ Read a book about a science topic that interests you. Complete the
journal entry worksheet telling what the book was about and what you
learned from it.
❏ Visit a museum exhibit related to science. Complete the journal entry
worksheet describing what you saw and what you learned.
❏ Do a science experiment. There are three experiment choices. Do one of
them (or more than one!), collect data, and answer the questions.
This year, you will complete your work in Google Docs and turn it in using
Google Classroom.*
1. Login to your BPCS email account.
2. Open the website http://classroom.google.com
3. Join the Science 8 class in one of two ways:
a. If you received an invitation to this class, you will see the class
Science 8 when you login to Google Classroom. Just click “Join.”
b. If you did not get an invitation, click on the little + symbol in the
upper right corner of the page. Use the class code gdsw4sj to join
our class.
4. Look for the 3 assignments named “Summer Assignment Choice #...”
Open each one and then complete at least two of them.
5. Don’t forget to click “Turn in” to submit your work on each assignment!
Need help using Google Classroom? Here’s a video tutorial:
http://tinyurl.com/zhk2cwu
Directions for each of the activities are in each assignment in Google Classroom.
Do your best work – and don’t forget to have fun!
Summer science work is intended to keep your mind active and to help me learn
about your interests. Therefore, you should choose places to visit, books, and
experiments based on your own interests. However, you may choose to focus
your summer work on eighth grade science topics, such as…
23
●
●
●
●
Genetics & evolution
Ecology
Chemistry
Astronomy
*Students are encouraged to use the public library if no internet access is available at home. You
may also contact the school to see if it is possible to use school computers during the summer.
However, you may ask your advisor for a printed packet if you absolutely cannot complete the
assignment online.
24
Science Exploration #1: Read a book about science!
What to do: Go to a library. Find the section of science books (ask a
librarian if you need help!). Look at a few different books until you find
one that interests you. Read the first page or two to make sure the
reading level is not too easy or hard for you. Check out the book, then
take it home and read it. Write a journal entry answering the
questions below (on a separate sheet of paper).
Questions:
1. Book title.
2. Author’s name.
3. Why did you choose this book? (1 paragraph)
4. What did you learn from this book? (Focus on the big ideas – don’t
just list facts.) (1-2 paragraphs)
5. Would you recommend this book to your friends? Why or why not?
(1 paragraph)
25
Science Exploration #2: Visit a museum or nature
center!
What to do: Visit a science museum or nature center in New York
City or somewhere else. Some suggestions of possible museums are
listed on the next page. Choose one exhibit that you find really
interesting, and write a journal entry by answering the questions
below (on a separate sheet of paper). Answer in complete sentences!
Questions:
1. Which museum or nature center did you visit?
2. Who went with you?
3. What did you do and see? (1 paragraph)
4. What did you learn? (Try to focus on big ideas, not just a list of
facts.) (1-2 paragraphs)
5. Would you recommend this museum/nature center to your friends?
Why or why not? (1 paragraph)
Suggested Museums:
Please consider getting a NYC ID, which includes free membership at many NYC
museums and institutions. For more information:
http://www1.nyc.gov/site/idnyc/index.page
American Museum of Natural History
www.amnh.org
West 79th St. & Central Park West, Manhattan
10 am – 5:45 pm every day
Adults: $22
Children (2-12): $12.50
Seniors/Students with ID: $17
NY Hall of Science
www.nysci.org
47-01 111th St., Queens
(in Flushing Meadows Corona Park)
Monday – Friday • 9:30 am – 5 pm
Saturday & Sunday • 10 am – 6 pm
26
Adults (ages 18 & older): $15
Children (ages 2 – 17): $12
Children under age 18 must be accompanied by an adult.
Enjoy free general admission on Fridays, 2 – 5 pm and Sundays, 10 – 11 am
Liberty Science Center
www.lsc.org
Liberty State Park, NJ
Mon - Fri, 9:00 am - 4:00 pm
Sat - Sun, 9:00 am - 5:30 pm
Adults (13+): $19.75, Kids (2-12): $15.75
There are MANY other science and nature-related museums, parks, and zoos in the
NYC area – the ones listed above are just a few to get you started. You might also
consider the Prospect Park Zoo, the Bronx Zoo, the NY Aquarium, Wave Hill, the NY or
Brooklyn Botanic Gardens.
You are also welcome to visit a science center outside of NYC if you are traveling this
summer! For example, Arecibo Observatory in Puerto Rico has a wonderful museum;
San Francisco boasts the Exploratorium and the California Academy of Sciences; LA
can offer the La Brea Tar Pits; Boston has a great Museum of Science; Washington, DC
has a terrific zoo; and Atlanta’s Georgia Aquarium is huge and fabulous.
27
Science Exploration #3: Do a science experiment!
What to do: Choose one of three experiments explained on the next
pages. Complete the questions that go with the experiment you
chose. If you have the time and interest, feel free to try more than one
of the experiments.
Time needed: Varies depending on the experiment you choose.
Experiment 1 requires a month from start to finish! The others are
shorter in time commitment.
Experiment Choices: (Click the link to go directly to that
experiment.)
1. Moon Diary
2. Acids & Bases
3. Genetic Traits
28
Experiment1:MoonDiary
Background:
(Adapted from
http://www.scienceu.com/observatory/articles/phases/phases.html)
The Moon is the most noticeable object in the night sky, so it is no surprise
that it has fascinated mankind since antiquity. If you observe it for several days,
you will notice that its appearance changes: most of the time only part of it is
illuminated (shining), and this part seems to grow until it covers the whole moon
(full moon) and then decrease until nothing is illuminated (new moon), and then
grow again, in a cycle that repeats about every month.
Why does the Moon have phases, then? The Moon does not emit (give
off) light on its own; all the moonlight we see is actually light coming from the sun
that is reflected on the moon surface. The part of the Moon that is illuminated is
the half that is facing the Sun. But from here, the Earth, we cannot always see
that same half; instead, we see only the half facing us. The parts of the Moon
that are on both halves (the illuminated one, and the half facing Earth) are the
parts that we can actually see from here.
● When the Moon is roughly in the same direction as the Sun, its illuminated
half is facing away from the Earth, and therefore the part that faces us is
all dark: we have the new moon.
● As the Moon moves around the Earth, we get to see more and more of the
illuminated half, and we say the Moon is waxing. At first we get a sliver of
it, which grows as days go by. This phase is called the crescent moon.
● A week after the new moon, when the Moon has completed about a
quarter of its turn around the Earth, we can see half of the illuminated part;
that is, a quarter of the Moon. This is the first quarter phase.
● During the next week, we keep seeing more and more of the illuminated
part of the Moon, and it is now called waxing gibbous.
● Two weeks after the new moon, the moon is now halfway through its
revolution, and now the illuminated half faces the Earth, so that we can
see a full disk: we have a full moon.
● From now on, until it becomes new again, the illuminated part of the Moon
that we can see decreases, and we say it's waning. The first week after
full, it is called waning gibbous.
● Three weeks after new, we again can see half of the illuminated part. This
is usually called last quarter.
● Finally, during the fourth week, the Moon is reduced to a thin sliver from
us, sometimes called waning crescent. A while after four weeks (29.5 days,
29
more precisely) the illuminated half of the Moon again faces away from us,
and we come back to the beginning of the cycle: a new moon.
Materials:
o Moon observation calendar
o Pen/pencil
Method:
1. Print a moon calendar (http://tinyurl.com/6ojgxoy) or create your own
similar to the ones at the linked website.
2. Choose a starting date when you will be able to observe the moon often
for a month (30 days).
3. Over the course of the month, look for the moon each day. Sometimes it
may be visible during the daytime, and other times at night. You may have
to look outside a few times per day. Record your moon observations at
least 15 times during the month - every day is best!
4. The blank circles on the attached calendars are for you to draw your moon
observations.
a. If you see a full moon, keep the circle blank. Write “full moon” in the
box.
b. If you see part of the moon, pay attention to the shape of the bright
part and draw it accurately. (Notice whether the bright part is on the
right or left side of the face of the moon).
c. Record the time of day that you observed the moon in the lower
right corner of the box for that day. For example, “10:08 pm” or
“1:35 pm.”
Analysis: Answer the three analysis questions below in complete sentences.
1. What do you notice about the shape of the moon over the course of the
month? Describe any patterns or trends that you see. (1-2 paragraphs)
2. Look back at the Background section for this experiment. Which phases of the
moon did you see, on which dates? Explain how you know. (1-2 paragraphs or a
list)
4. Do you notice any pattern or connection between the time of day that you
can see the moon, and the shape of the moon? Explain. (1 paragraph).
5.
30
Experiment 2: Acids & Bases
Source: Adapted from http://www.sciencebuddies.org/science-fairprojects/project_ideas/Chem_p013.shtml#summary
Background
A solution is a mixture of a soluble chemical dissolved in water. Think about the
difference between salt water and tap water. The salt in the salt water has dissolved and
the solution looks clear, but the salt is still there and will taste salty if you taste it.
Because solutions are made with water, which is made of hydrogen and water, the
hydrogen in the water can make a solution into an acid or a base.
You might think about an acid as something that an evil villain uses to trap a superhero,
but actually some very common household solutions are acids. Acids are solutions that
will donate hydrogen ions in a solution, and usually taste sour. Some common acids are
citrus fruit juices and household vinegar. Bases are solutions that accept hydrogen ions
in solution, and usually feel slippery. Bases have many practical uses. "Antacids" like
TUMS or Rolaids are used to reduce the acidity in your stomach. Other bases make
useful household cleaning products.
How do you tell if something is an acid or a base? You use a chemical called an
indicator, which changes in color depending on whether a solution is acidic or basic.
(Specifically, an indicator works by responding to the levels of hydrogen ions in a
solution.) There are many different types of indicators, some are liquids and some are
concentrated on little strips of "litmus" paper. Indicators can be extracted from many
different sources, including the pigment of many plants.
Red cabbage contains an indicator pigment molecule called flavin, which is one type of
molecule called an anthocyanin. This water-soluble pigment is also found in apple skin,
red onion skin, plums, poppies, blueberries, cornflowers, and grapes. Very acidic
solutions will turn anthocyanin a red color. Neutral solutions result in a purplish color.
Basic solutions make a greenish-yellow or
yellow color. For some examples, see
Figure 1, below.
Figure 1. This picture shows some of the
different colors that red cabbage juice can
become. From left to right, the solutions
shown range from very acidic (red) to very
basic (yellow).
31
Because red cabbage has this indicator pigment, it is possible to determine the pH of a
solution based on the color it turns the red cabbage juice. The pH of a solution is a
numerical measure of how basic or acidic it is. A solution with a pH between 5 and 7 is
neutral, 8 or higher is a base, and 4 or lower is an acid. For more detailed information,
consult the Science Buddies guide to Acids, Bases, & the pH Scale.
In this science experiment, you can extract your own cabbage juice indicator and use it
to test the pH of different solutions around your home. You might be surprised to find out
what common items around your house are acids or bases.
MaterialsandEquipment
●
●
●
●
●
●
●
●
A small red cabbage
Boiling pot of water
Strainer
Small cups (one for each household item you want to test the pH of)
Medicine dropper (a small spoon can work, as well)
Large bowls or pots (2)
Lab notebook
A series of household items to test:
○ Fruit juice: lemon, lime, orange, apple
○ Soda pop (dark sodas might be tricky to see)
○ Vinegar
○ Baking soda solution
○ Cleaning products. Note: Always use caution when handling cleaning
products.
○ Anything you want!
ExperimentalMethod
1. Grate a small red cabbage and place the pieces into a large bowl or
pot, as shown in Figure 2, at right.
Figure 2. Grated red cabbage in a pot.
2. Pour boiling water into the bowl to just cover the cabbage. Use
caution when handling the boiling water.
3. Leave the cabbage mixture steeping, stirring occasionally, until the
liquid is room temperature. This may take at least half an hour. The
liquid should be reddish purple in color, as shown in Figure 3, at
right.
Figure 3. While steeping in the water, the liquid in the pot should be reddish
purple in color.
4. Place a strainer over a second large bowl or pot and pour the
mixture through the strainer to remove the cabbage pulp, as shown in Figure 4,
32
on the next page. Press down on the pulp in the strainer, such as by using a
large spoon, to squeeze more liquid out of the pulp.
Figure 4. Cabbage pulp being removed from the mixture using a strainer.
5. In the bowl, you should now have a clear liquid that will either be
purple or blue in color, as shown in Figure 5, below right. (It should
look darker after the pulp is removed.) This will be your indicator
solution.
Figure 5. This shows what the indicator solution can look like in a clear
glass.
6. The color of the liquid will change depending upon the pH. Use the
table below to figure out the pH of the liquid by observing the color.
pH
Color
Acid, Base, or
Neutral
2
Red
Acid
4
Purple
Acid
6
Violet
Acid, but close to
neutral
8
Blue
Base, but close to
neutral
10
Blue-green
Base
12
Greenish-yellow
Base
7. Set aside your indicator solution. You will use it as your "stock" solution for your
experiments.
8. Select household liquids to test. In the data table on the next page, list the name
of the liquid and make a prediction about whether it is an acid or a base.
9. Next you will test various household solutions with your indicator. Use a separate
cup for each solution you want to test because you do not want to mix chemicals
that do not go well together or contaminate your results.
33
10. Fill about half of the cup with your cabbage indicator solution. You can use less
indicator solution for each cup if you do not have a lot of indicator solution.
11. Add drops of a liquid you want to test until you see the solution change in color.
Gently swirl the cup as you add the drops, being careful not to spill the solution.
12. Record the indicator color, the pH, and whether it is an acid, base, or neutral in
your data table.
34
Data:
Household liquid
Prediction
(examples: lemon juice,
(acid, base,
vinegar, water, hand
or neutral)
Color
pH
Acidic, basic, or neutral?
sanitizer, liquid soap,
etc.)
Analysis: Answer the questions below in complete sentences. Write 1-2 paragraphs for
each.
1. Which substances that you tested were neutral or close to neutral? How do you
know? Can you think of a reason why these substances should be neutral (hint:
what are they used for…)?
2. Which substances were acidic? How do you know? Can you think of a reason
why these substances should be acidic (hint: what are they used for…)?
3. Which substances were basic? How do you know? Can you think of a reason
why these substances should be basic (hint: what are they used for…)?
35
Experiment 3: Genetic Traits
Background: A genetic trait is a physical characteristic that a person
shows. The traits you have are caused by the specific patterns in
your DNA. DNA is found inside your cells. Your DNA is divided into
shorter pieces called genes, and genes determine what traits you will
have. Your genes are a mix of genes from your biological parents.
Some examples of traits that are determined by genes are
handedness (whether you are left- or right-handed), earlobe shape
(attached to your head or loose), dimples, and whether or not you can
roll your tongue. In this activity, you will compare your genetic traits to
those of your friends and family members.
Question: How do my genetic traits compare to the genetic traits of
my friends and family members?
Hypothesis: Answer in complete sentences!
Make a prediction:
● Will you share few or many traits with your family members?
Why or why not?
● Will you share few or many traits with your friends? Why or why
not?
Materials:
o Traits chart
o 2-3 family members
o 2-3 friends (unrelated to you)
Procedure:
1. Review the different traits on the reference sheet. Make sure you
understand what each trait looks like.
2. Record your own traits on the chart.
36
3. Interview at least 3 (more is better!) of your family members
(siblings, parents, grandparents, aunts, uncles, cousins). Record their
traits on the chart.
4. Interview at least 3 friends (more is better!). Record their traits on
the chart.
5. Compare your traits to your family members and to your friends.
Answer the analysis questions below.
Data:
Name
Friend,
Family,
or Self?
Can s/he
roll his/her
tongue?
Does s/he
have
dimples?
Does s/he
have
naturally
curly hair?
Does s/he
have
freckles?
Which thumb
(left/right) is on
top when s/he
clasps his or
her hands
together?
self
family
family
family
family
friend
friend
friend
friend
37
Analysis: Answer the questions below in complete sentences.
1. Compare your own traits to those of your family members. In what
ways are you similar? In what ways are you different? Do you see
any patterns? (1-2 paragraphs)
2. Compare your own traits to those of your friends. In what ways are
you similar? In what ways are you different? Do you see any
patterns? (1-2 paragraphs)
3. Do you share more traits with your family members or friends?
Why do you think this is? (Note: If you are adopted, you might think
about how this relates to this question.) (1 paragraph)
38
BPCS: Typing 101
th
Dear Rising 8 Graders,
This past summer, most of you experimented with Typing Pal, and some of you even
continued to practice your typing skills throughout the year. Most of us still need a good
amount of practice to help our performance in school and in our computer-based world,
so we are reviving our Typing Pal efforts!
Thus, as part of your Humanities summer work, you need to spend a minimum of 4
hours working on your typing this summer. You must complete 8 different series of
exercises to introduce you to the correct use of keyboards. If you are excited to do more,
we encourage you to do so! (Next year, you will have monthly typing homework
assignments to complete, but you may test out of the program if you demonstrate
proficiency.)
Remember, persistence is the key
to see your typing in the fall!
, so have fun, keep trying, and we can’t wait
Wishing you a happy summer!
Your Humanities Teachers
How to Get Started: [If you remember your login and password, you can bypass several
of these steps.]
Step 1: Go to the following website: http://school.typingpal.com/info/en/
Step 2: Click on Typing Pal School Login
Step 3: Enter our institution code: BPCNBPCS
Step 4: Username: jdoe (first initial, last name) (This is the same as your school e-mail address.)
39
Password: password123
First Steps:
Step 1: Click on “Are you new? Click here!” ← If you haven’t practiced since last summer,
you should pretend you’re new again. If you have, then skip around to your next sets of
exercises.
Step 2: Click on “See the advice” to learn about the keys to successful typing.
Step 3: After viewing all 7 pieces of advice, click on the red apple to move on to the next step.
Step 4: Click on the icon for “Initial Test.”
You can only do this once, but it will help you know where you started, so you can see how much
progress you make by the end of the summer!
Let’s Get Down to Business!
During the summer you will be responsible for completing all the exercises in the program.
40
This means that you will learn the correct fingering for each letter on the keyboard. You will get a
chance to practice letter combinations, too, to help you when you start practicing typing actual
words.
Tips for the Exercises!
●
When each page shows you the letter you are working on, hit the key that is lighting up
red so you know where that key is on the keyboard and what finger to use!
●
Don’t forget the space bar every time there is a space between the letters!
●
As you finish each exercise, you will either get a
, which means that your
accuracy is at least 80%. This means you have met that goal for that exercise. If you
received a , you should keep practicing! Remember your goal is 80% accuracy!
●
You should plan on doing each of the 8 steps in separate sessions. (Some steps have
multiple parts.) You should try to do each step at least 5 times. This will help your fingers
become familiar with these patterns. This should be familiar to those who play
instruments or sports.
●
This means you need at least 8 different 30-minute sessions to work on this program, i.e.
a minimum of 4 hours of typing.
●
Don’t forget the tips for posture, how to look at the screen, and how to hold your wrists.
You can go back and watch the basic advice page as much as you need to.
●
Accuracy is our first goal!
Beyond the Exercises
●
Once you finish through step 8, you must complete the final test. You can do this test as
many times as you want so you can track your progress. For example, you can do this
final test after each step is completed.
●
Keep an eye on your results page so you can see how you are doing. Practice those letters
again that you had a hard time with!
●
Your teachers can see what you are working on from the results page, when you were
working on Typing Pal, and what your stronger and weaker letters are.
41
●
Try at least 1 practice text from each section.
●
For typing games go to “Move On” and click on the game section. Play as much as you
want, you can compete against other BPCS students for a high score!
My signature means that I have completed all of my Typing Pals practice exercises to the best of my ability. This can
also be seen when my teacher logs into Typing Pals to see my progress.
__________________________________
____________________________________
Student Signature
Printed Name
42
Brooklyn Prospect 2016 Summer Reading Guide
for Rising 8th Graders
Dear Rising 8th Graders,
We are looking forward to starting 8th grade with you in September 2016! Below
is your Summer Reading Guide. These books have been selected by your
librarian and your teachers and include a variety of subjects. We have a limited
number of copies of these titles in our school library (so you can check them
out for the summer), and they are also available at the Brooklyn Public Library
and local bookstores.
● You must read either A YOUNG PEOPLE’S HISTORY OF THE UNITED
STATES or A PEOPLE’S HISTORY OF AMERICAN EMPIRE. After you
have finished reading your chosen book, complete the related assignment
located here. You will need to print out your response and bring it to
school on Wednesday, September 7th and give it to your ELA teacher(s).
● You must read at least two of the other suggested books below (your
choice). After you have finished reading these books, complete a review
for each book here.
Happy Summer & Happy Reading!
Ms. Gallager, Librarian & The 8th Grade Team
REQUIRED BOOK (Choose one of two):
A YOUNG PEOPLE’S HISTORY OF THE UNITED
STATES:
Columbus to the War on Terror
By Howard Zinn & Adapted by Rebecca Stefoff
1030L
Beginning with a look at Christopher Columbus’s arrival through the eyes
of the Arawak Indians, then leading the reader through the struggles for
workers’ rights, women’s rights, and civil rights during the nineteenth and
twentieth centuries, and ending with the current protests against
continued American imperialism, Zinn in the volumes of A Young
People’s History of the United States presents a radical new way of
understanding America’s history. In so doing, he
reminds readers that America’s true greatness is shaped by our dissident
voices, not our military generals. AUDIBLE
A PEOPLE’S HISTORY OF AMERICAN EMPIRE
By Howard Zinn & Mike Konopacki and Illustrated by Paul Buhle
This graphic novel version of A Young People’s History of the United States
opens with the events of 9/11 and then jumps back to explore the cycles of
U.S. expansionism from Wounded Knee to Iraq, stopping along the way at
World War I, Central America, Vietnam, and the Iranian revolution. The book
also follows the story of Zinn, the son of poor Jewish immigrants, from his
childhood in the Brooklyn slums to his role as one of America's leading
historians.
43
SUGGESTED FICTION BOOKS:
EXTREMELY LOUD AND INCREDIBLY CLOSE
By Jonathan Safran Foer
940L
Nine-year-old Oskar Schell has embarked on an urgent, secret
mission that will take him through the five boroughs of New York.
His goal is to find the lock that matches a mysterious key that
belonged to his father, who died in the World Trade Center on the
morning of September 11. This seemingly impossible task will
bring Oskar into contact with survivors of all sorts on an
exhilarating, affecting, often hilarious, and ultimately healing
journey. Movie trailer
THE GRAVEYARD BOOK
By Neil Gaiman
F&P X * 820L
It takes a graveyard to raise a child. Nobody Owens, known as
Bod, is a normal boy. He would be completely normal if he didn't
live in a graveyard, being raised by ghosts, with a guardian who
belongs to neither the world of the living nor the dead. There are
adventures in the graveyard for a boy—an ancient Indigo Man,
a gateway to the abandoned city of ghouls, the strange and
terrible Sleer. But if Bod leaves the graveyard, he will be in
danger from the man Jack—who has already killed Bod's family.
Book trailer Full free audiobook
LIFE OF PI
By Yann Martel
830L
The son of a zookeeper, Pi Patel has an encyclopedic
knowledge of animal behavior and a fervent love of stories.
When Pi is sixteen, his family emigrates from India to North
America aboard a Japanese cargo ship, along with their zoo
animals bound for new homes. The ship sinks. Pi finds
himself alone in a lifeboat, his only companions a hyena, an
orangutan, a wounded zebra, and Richard Parker, a 450pound Bengal tiger. Soon the tiger has dispatched all but Pi,
whose fear, knowledge, and cunning allow him to coexist with
Richard Parker for 227 days while lost at sea. Movie
featurette AUDIBLE
44
BRONX MASQUERADE
By Nikki Grimes
F&P Z+ * 670L
When Wesley Boone writes a poem for his high school English
class and reads it aloud, poetry-slam-style, he kicks off a revolution.
Soon his classmates are clamoring to have weekly poetry sessions.
One by one, eighteen students take on the risky challenge of selfrevelation. Award-winning author Nikki Grimes captures the voices
of eighteen teenagers through the poetry they share and the stories
they tell, and exposes what lies beneath the skin, behind the eyes,
beyond the masquerade.
Author’s website AUDIBLE
SALT TO THE SEA
By Ruta Sepetys
HL560L
Told in alternating points of view and perfect for fans of Anthony Doerr's
Pulitzer Prize-winning All the Light We Cannot See, Erik Larson's Dead
Wake, and Elizabeth Wein's Printz Honor Book Code Name Verity, this
masterful work of historical fiction is inspired by the real-life tragedy that
was the sinking of the Wilhelm Gustloff—the greatest maritime disaster
in history. As she did in Between Shades of Gray, Ruta Sepetys
unearths a shockingly little-known casualty of a gruesome war, and
proves that humanity and love can prevail, even in the darkest of hours.
Book trailer
I KILL THE MOCKINGBIRD
By Paul Acampora
HL640L
When Lucy, Elena, and Michael receive their summer reading list,
they are excited to see To Kill A Mockingbird included. But not
everyone in their class shares the same enthusiasm. So they
hatch a plot to get the entire town talking about the well-known
Harper Lee classic. They plan controversial ways to get people to
read the book, including re-shelving copies of the book in
bookstores so that people think they are missing and starting a
website committed to "destroying the mockingbird." Their efforts
are successful when all of the hullabaloo starts to direct more
people to the book. But soon, their exploits start to spin out of
control and they unwittingly start a mini revolution in the name of
books.
Author’s website
45
MY NAME IS NOT EASY
By Debby Dahl Edwardson
F&P X * 830L
My name is not easy. My name is hard like ocean ice
grinding the shore… Luke knows his Iñupiaq name is full of
sounds white people can’t say. So he leaves it behind
when he and his brothers are sent to boarding school
hundreds of miles away from their Arctic village. At Sacred
Heart School, students—Eskimo, Indian, White—line up on
different sides of the cafeteria like there’s some kind of war
going on. Here, speaking Iñupiaq—or any native
language—is forbidden. And Father Mullen, whose fury is
like a force of nature, is ready to slap down those who
disobey. Luke struggles to survive at Sacred Heart. But
he’s not the only one. Author’s website
AUDIBLE
BEAUTIFUL MUSIC FOR UGLY CHILDREN
By Kirsten Cronn-Mills
HL600L
"This is Beautiful Music for Ugly Children, on community radio 90.3, KZUK.
I’m Gabe. Welcome to my show."
My birth name is Elizabeth, but I’m a guy. Gabe. My parents think I’ve
gone crazy and the rest of the world is happy to agree with them, but I
know I’m right. I’ve been a boy my whole life. When you think about it, I’m
like a record. Elizabeth is my A side, the song everybody knows, and
Gabe is my B side―not heard as often, but just as good.
It’s time to let my B side play. Book trailer
MAGGOT MOON
By Sally Gardner
690L
What if the football hadn’t gone over the wall. On the other
side of the wall there is a dark secret. And the devil. And the
Moon Man. And the Motherland doesn’t want anyone to know.
But Standish Treadwell — who has different-colored eyes,
who can’t read, can’t write, Standish Treadwell isn’t bright —
sees things differently than the rest of the "train-track
thinkers." So when Standish and his only friend and neighbor,
Hector, make their way to the other side of the wall, they see
what the Motherland has been hiding. And it’s big… Book’s
website AUDIBLE
46
FAR FAR AWAY
By Tom McNeal
790L
Jeremy Johnson Johnson hears voices. Or, specifically,
one voice: the ghost of Jacob Grimm, one half of The
Brothers Grimm. Jacob watches over Jeremy, protecting
him from an unknown dark evil whispered about in the
space between this world and the next. But Jacob can't
protect Jeremy from everything. When coltish, copperhaired Ginger Boultinghouse takes a bite of a cake so
delicious it’s rumored to be bewitched, she falls in love with
the first person she sees: Jeremy. In any other place, this
would be a turn for the better for Jeremy, but not in Never
Better, where the Finder of Occasions—whose identity and
evil intentions nobody knows—is watching and waiting,
waiting and watching…Author’s website AUDIBLE
A TREE GROWS IN BROOKLYN
By Betty Smith
810L
The beloved American classic about a young girl's coming-ofage at the turn of the century, Betty Smith's A Tree Grows in
Brooklyn is a poignant and moving tale filled with compassion
and cruelty, laughter and heartache, crowded with life and
people and incident. The story of young, sensitive, and
idealistic Francie Nolan and her bittersweet formative years in
the slums of Williamsburg has enchanted and inspired millions
of readers for more than sixty years. AUDIBLE
WHEN I WAS THE GREATEST
By Jason Reynolds
740L
Ali’s got enough going on, between school and boxing and
helping out at home. His best friend Noodles, though. Now
there’s a dude looking for trouble—and, somehow, it’s always
Ali around to pick up the pieces. But, hey, a guy’s gotta look
out for his boys, right? Besides, it’s all small potatoes; it’s not
like anyone’s getting hurt. And then there’s Needles. Needles
is Noodles’ brother. He’s got a syndrome, and gets these
ticks and blurts out the wildest, craziest things. It’s cool,
though: everyone on their street knows he doesn’t mean
anything by it. Yeah, it’s cool…until Ali and Noodles and
47
Needles find themselves somewhere they never expected to be… Author’s website
AUDIBLE
ANIMAL FARM
By George Orwell
1170L
Animal Farm is the most famous by far of all twentieth-century
political allegories. Its account of a group of barnyard animals who
revolt against their vicious human master, only to submit to a tyranny
erected by their own kind, can fairly be said to have become a
universal drama. Orwell is one of the very few modern satirists
comparable to Jonathan Swift in power, artistry, and moral authority;
in animal farm his spare prose and the logic of his dark comedy
brilliantly highlight his stark message.
FULL AUDIOBOOK
SUGGESTED NONFICTION BOOKS:
BROWN GIRL DREAMING
By Jacqueline Woodson
990L
Raised in South Carolina and New York, Woodson always felt halfway
home in each place. In vivid poems, she shares what it was like to grow
up as an African American in the 1960s and 1970s, living with the
remnants of Jim Crow and her growing awareness of the Civil Rights
movement. Woodson’s eloquent poetry also reflects the joy of finding
her voice through writing stories, despite the fact that she struggled with
reading as a child. Her love of stories inspired her and stayed with her,
creating the first sparks of the gifted writer she was to become.
Author’s website AUDIBLE
WHEELS OF CHANGE:
How Women Rode the Bicycle to Freedom
(With a Few Flat Tires Along the Way)
By Sue Macy
1280L
Take a lively look at women's history from aboard a bicycle,
which granted females the freedom of mobility and helped
empower women's liberation. Through vintage photographs,
advertisements, cartoons, and songs, Wheels of Change
transports young readers to bygone eras to see how women
used the bicycle to improve their lives. Witty in tone and
scrapbook-like in presentation, the book deftly covers early
(and comical) objections, influence on fashion, and impact on
social change inspired by the bicycle, which, according to
48
Susan B. Anthony, "has done more to emancipate women than anything else in the world."
Author’s website
THE OMNIVORE’S DILEMMA:
The Secrets Behind What You Eat
By Michael Pollan
930L
“What’s for dinner?” seemed like a simple question—until
journalist and supermarket detective Michael Pollan delved behind
the scenes. From fast food and big organic to small farms and oldfashioned hunting and gathering, this young readers’ adaptation of
Pollan’s famous food-chain exploration encourages kids to
consider the personal and global health implications of their food
choices. Audiobook excerpt
HOW THEY CROAKED:
The Awful Ends of the Awfully Famous
By Georgia Bragg
F&P V * 950L
Over the course of history men and women have lived and died.
In fact, getting sick and dying can be a big, ugly mess-especially
before the modern medical care that we all enjoy today. How
They Croaked relays all the gory details of how nineteen world
figures gave up the ghost. Book trailer AUDIBLE
URBAN TRIBES:
Native Americans in the
City
By Lisa Charleyboy
Emotionally potent and visually arresting, the anthology
profiles young urban Natives from across North America,
exploring how they connect with Native culture and
values in their contemporary lives. From a young Dene
woman pursuing a MBA at Stanford to a Pima
photographer in Phoenix to a Mohawk actress in New
York, these urban Natives share their unique
perspectives to bridge the divide between their past and
their future, their cultural home, and their adopted cities.
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BOMB!:
The Race to Build--and Steal--the World's Most
Dangerous Weapon
By Steve Sheinkin
F&P Z * 920L
In December of 1938, a chemist in a German laboratory
made a shocking discovery: When placed next to
radioactive material, a Uranium atom split in two. That
simple discovery launched a scientific race that spanned
3 continents. This is the story of the plotting, the risktaking, the deceit, and genius that created the world's
most formidable weapon. This is the story of the atomic
bomb. AUDIBLE
FATAL FEVER:
Tracking Down Typhoid Mary
By Gail Jarrow
1010L
In the summer of 1863, General Robert E. Lee and the
Army of Northern Virginia advanced into In March 1907, the
lives of three remarkable people collided at a New York
City brownstone where Mary Mallon worked as a cook.
They were brought together by typhoid fever, a dreaded
scourge that killed tens of thousands of Americans each
year. This book tells the true story of the woman who
unwittingly spread deadly bacteria, the epidemiologist who
discovered her trail of infection, and the health department
that decided her fate.
OUTCASTS UNITED
The Story of a Refugee Soccer Team That Changed a
Town
By Warren St. John
980L
This is a complex and inspirational story about the Fugees, a
youth soccer team made up of diverse refugees from around
the world, and their formidable female coach, Luma Mufleh.
Clarkston, Georgia, was a typical southern town until it
became a refugee resettlement center. The author explores
how the community changed with the influx of refugees and
how the dedication of Lumah Mufleh and the entire Fugees
soccer team inspired an entire community. Book website
AUDIBLE
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I AM MALALA
The Girl Who Stood Up for Education and was Shot by
the Taliban
By Malala Yousafzai with Christina Lamb
1000L
When the Taliban took control of the Swat Valley in Pakistan, one
girl spoke out. Malala Yousafzai refused to be silenced and fought
for her right to an education. On Tuesday, October 9, 2012, when
she was fifteen, she almost paid the ultimate price. She was shot in
the head at point-blank range while riding the bus home from school,
and few expected her to survive. Instead, Malala's miraculous
recovery has taken her on an extraordinary journey from a remote
valley in northern Pakistan to the halls of the United Nations in New
York. At sixteen, she has become a global symbol of peaceful
protest and the youngest nominee ever for the Nobel Peace Prize.
Author interview on WABC
Author interview on The Daily Show
BAD FOR YOU:
Exposing the War on Fun!
By Kevin C. Pyle
Bad for You asks many questions, and not just about the things
that modern parents fear, like violent video games, social media,
and dirty hands. Stuff in this book goes back centuries―all the way
to Plato (yeah, that one) and his worries over the new "technology"
of his time: the written word! Kevin C. Pyle and Scott Cunningham
cleverly expose the long-standing CAMPAIGN AGAINST FUN for
what it really is: a bunch of anxious adults grasping at straws,
ignoring scientific data, and blindly yearning for the good old days
that never were. Bad for You presents the facts, figures, and a
whole lot more―in eye-grabbing graphics―to debunk these myths
and give kids the power to prove there's nothing wrong with having
fun...or with being young.
THE NAZI HUNTERS:
How a Team of Spies and Survivors Captured the
World’s Most Notorious Nazi
By Neal Bascomb
F&P Z * 1000L
In 1945, at the end of World War II, Adolf Eichmann, the head
of operations for the Nazis' Final Solution, walked into the
mountains of Germany and vanished from view. Sixteen
years later, an elite team of spies captured him at a bus stop
in Argentina and smuggled him to Israel, resulting in one of
the century's most important trials -- one that cemented the
Holocaust in the public imagination. Book trailer
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