THE COVENANT SCHOOL
SUMMER READING GUIDE
2016
Table of Contents
General Instructions
7 grade instructions
8 grade instructions
9 grade instructions
th
th
th
2
3
4
5
(Western Civilization I directions begin on p. 6)
10 grade instructions 7
th
(Western Civilization II & AP European History directions begin on p. 8)
11 grade instructions 10
th
(U.S. History directions begin on p. 11, AP US History p. 12)
12 grade instructions 14
th
(U.S. Government directions, p. 15; AP U.S. Government, p. 16)
Recommended Reading Lists 18
(Grades 7 & 8 begin on p. 18, Grades 9 & 10 on p. 21, Grades 11 & 12 on p. 23)
The Covenant School
2016 Summer Reading Program
The purpose of the Summer Reading Program at The Covenant School is three-fold.
First, we want to promote the habit of independent reading by having students read
both books we have chosen for their literary and historical merit and books students
have chosen for their own enjoyment. Second, we want to do this within the framework
of the total curriculum, relating summer reading to the program of instruction during
the school year. Finally, we want to encourage critical thinking by requiring students to
respond in writing to what they read.
A note on integrity: The Covenant School expects, as a matter of honor, that all written
work is the student’s own, and that the student reads the books in their entirety.
Plot summaries and study aids such as SparkNotes and Cliff’s Notes (print or electronic)
are NOT to be used. In addition, if a student works with a parent or tutor in any way
(reading, comprehension, written work), the student must bring a note from the
parent or tutor on the first day of school detailing the nature of the assistance given.
Structure:
Common book(s): All students are required to read the common books for the courses
they are taking. The common books can be purchased at the school store. During the
first week of English class, there will be an objective assessment on the common book
or the assigned pages of the common book. After further study of the book, there will
be a second assessment of a more interpretive nature.
Additional reading: The number of pages varies per grade level. Students are
encouraged to pick books from the recommended reading list.
Reading log: Students must complete the reading log and turn it in on the first day of
school. Credit will be given for completed logs.
Written assignment: Each student will complete a written assignment.
On the first day of school, students should be prepared to:
1. Turn in a completed and pledged reading log.
2. Turn in a written assignment (typed, with your name on it).
3. Take an objective test on the common book.
Requirements for students entering grade 7
The summer reading assignments in 7th and 8th grades should be a reflection of the
student’s own thoughts. Therefore, we are asking that students answer the questions
on their own without any outside assistance. In order for the student to achieve greater
independence, it is essential that parents, tutors, siblings, friends, and others refrain
from actively assisting with the assignment.
We hope that these guidelines will be helpful as students undertake the summer
reading project. We appreciate your support.
Common book for English 7:
The Outsiders by S.E. Hinton (ISBN 0-14-038572-X)
Please read the entire book over the summer. Then thoughtfully complete the journal
writing assignment described below. Bring your journal entries to class on the first day.
Assignment for The Outsiders:
Assume that you are the character Ponyboy in The Outsiders. You have your pen in
hand, and you are writing a journal for English class. A lot has happened to you since
you walked out of the theater into the bright sunlight.
In a journal or composition book, please keep a list of entries as events unfold in your
life. You will, of course, talk about your family life, Johnny, Dally, the Socs, and what
happens to you during and after the rumble. Please feel free to use your imagination
and “stretch” events into a more personal dialogue from your perspective as you
assume the Ponyboy character. You will write in first person, and the dates you will use
will be in the year 1975. Also, feel free to draw diagrams or pictures, or perhaps you can
make newspaper clippings about events.
Enjoy this process. Be creative!
Please feel free to email Mrs. Fitzgerald with any questions:
[email protected]
Additional reading: At least 300 pages consisting of books read in their entirety. You
are encouraged to choose from the Recommended Reading List. Be sure to fill in all
information on the Summer Reading Log.
Requirements for students entering grade 8
Common book for English 8 and Honors English 8:
The Golden Fleece by Padraic Colum (ISBN 978-0689868849)
Writing assignment: The ancient Greek philosophers Plato and Aristotle identified four
qualities essential to the virtuous person: prudence, justice, temperance, and fortitude.
These qualities later became known as The Cardinal Virtues and defined the ideal
virtuous life in the Greco-Roman and medieval worlds. The Covenant School has named
its four Houses after these virtues, using their Latin names: Prudentia, Iustitia,
Temperantia, and Fortitudo.
In The Golden Fleece, how well do the ancient Greek heroes fulfill these ideals? For
each of the four Cardinal Virtues, choose one character that either displays the virtue
well or struggles to display it. Make sure to offer specific examples from the book in
your discussion of each character. You may also compare or contrast characters.
Definitions of the four Cardinal Virtues:
Prudence - wisdom, especially practical wisdom: the ability to use reason to decide on
the best course of action; not the same as cleverness, which aims at achieving
a goal without regard to its worth or morality.
Justice -
harmony of self and relationships: reason regulates desires so that a person
treats others rightly and equitably, in accordance with each relationship, and
acts according to established law and moral law.
Temperance - self-restraint: acting with appropriate restraint, exercising moderation;
i.e. restraint from cravings (self-control), from arrogance (humility), from anger
(calmness), from retaliation (forgiveness), etc.
Fortitude - courage: the balance between rashness and cowardice; perseverance in
the face of adversity; eagerness to toil for what is right; energy directed
against one’s own laziness, foolishness, or love of pleasure.
Each entry should be around 200 -250 words, typed and double-spaced, 12pt font.
Please email Ms. Rodriguez with any questions: [email protected]
Additional reading: at least 300 pages consisting of books read in their entirety. You are
encouraged to choose from the Recommended list. Fill out the Reading Log.
Requirements for students entering grade 9
Common Book for English 9 and Honors English 9:
The Golden Fleece by Padraic Colum (ISBN 978-0689868849)
Writing assignment: The ancient Greek philosophers Plato and Aristotle identified four
qualities essential to the virtuous person: prudence, justice, temperance, and fortitude.
These qualities later became known as The Cardinal Virtues and defined the ideal
virtuous life in the Greco-Roman and medieval worlds. The Covenant School has named
its four Houses after these virtues, using their Latin names: Prudentia, Iustitia,
Temperantia, and Fortitudo.
In The Golden Fleece, how well do the ancient Greek heroes fulfill these ideals? For
each of the four Cardinal Virtues, choose one character that either displays the virtue
well or struggles to display it. Make sure to offer specific examples from the book in
your discussion of each character. You may also compare or contrast characters.
Definitions of the four Cardinal Virtues:
Prudence - wisdom, especially practical wisdom: the ability to use reason to decide on
the best course of action; not the same as cleverness, which aims at achieving
a goal without regard to its worth or morality.
Justice -
harmony of self and relationships: reason regulates desires so that a person
treats others rightly and equitably, in accordance with each relationship, and
acts according to established law and moral law.
Temperance - self-restraint: acting with appropriate restraint, exercising moderation;
i.e. restraint from cravings (self-control), from arrogance (humility), from anger
(calmness), from retaliation (forgiveness), etc.
Fortitude - courage: the balance between rashness and cowardice; perseverance in
the face of adversity; eagerness to toil for what is right; energy directed
against one’s own laziness, foolishness, or love of pleasure.
Each entry should be around 200 -250 words, typed and double-spaced, 12pt font.
Additional reading: at least 300 pages consisting of books of your choice read in their
entirety. You are encouraged to choose from the Recommended Reading List. You may
not count history reading toward the total. Fill in all information on the Summer
Reading Log.
Western Civilization I
The Giver by Lois Lowry (ISBN 978-0440237686)
Assignment: Jonas lives in a society where pain has been eliminated. Marriages are
arranged and couples are provided with children; careers are assigned; the elderly are
“released.” There is no terrain or alteration in climate. Jonas does not question the logic
of this world until at his twelfth birthday he is chosen as the society’s next Receiver of
Memory. His training demands that he take on memories of deep happiness—snow,
hills, holidays—but also of death, war, and pain. He is also allowed to lie. While Jonas’
world lacks poverty, divorce, and pain, it also lacks honesty, choice, music, or love.
Lois Lowry, author of Number the Stars, won the 1994 Newbery Medal for The Giver.
Her inspiration for the novel was talking with her father after he lost his long-term
memory.
Choose six questions to answer. Type out your answers in sentences. Each answer
should be at least a paragraph (at least five sentences, or, at least 100 words). You must
answer question ten.
1. What are the markers for each year of childhood, and why are these significant?
2. Discuss terms from the book: Elsewhere, Sameness, Receiver of Memory, The
Giver, Stirrings,release, Community, House of the Old, Ceremony of Loss, Elders,
and seeing beyond.
3. Would families benefit from a daily sharing of feelings and dreams? Why or why
not?
4. The Giver was the first of a new genre—teen dystopian fiction—followed later by
books like The Hunger Games, Divergent, The Maze Runner, Legend, and The 5th
Wave. Why is this genre currently so popular?
5. Is this a children’s, young adult, or adult book? Why?
6. What happens to Jonas and Gabriel at the end, and why did the novel end this
way?
7. If we took this story to be a parable, then what is the moral? If it is an allegory,
then an allegory for what?
8. Discuss the significance of the dedication at the front of the book: “For all the
children / To whom we entrust the future.”
9. Why is this book considered by some to be controversial? Some schools and
libraries have even banned it. Are there some books that should be banned?
10. Must answer: What are the necessary parts of a society or civilization? Or, what
does it take for a society or civilization to run well? What would be the
institutions or parts that are necessary? (For example, you would need some
type of organized government.)
Requirements for students entering grade 10
Common book for English 10 and Honors English 10:
Cry, the Beloved Country by Alan Paton (ISBN 978-0-7432-6217-0)
Read chapters 1-10 of Cry, the Beloved Country by Alan Paton. As you read, note not
only the plot of the story, but the author’s creative descriptions that contribute to the
mood of the story. Imagine that you are a recent acquaintance of Stephen Kumalo’s
having been introduced to him while you were visiting friends in Johannesburg. When
you meet him, Kumalo is preoccupied with the search for his son. Nevertheless, you
develop an affinity for his character and sympathy for his cause. Write a letter to your
parents explaining Kumalo’s situation. Begin your letter by explaining some of the
history of the region to give them background to Kumalo’s story. (See the link below for
further information). Then, tell them what you have learned about his values, his
conflicts, and his fears. Discuss each one in a separate paragraph. Use specific examples
to illustrate each idea.
On the first day of school, please bring a typed five-paragraph letter (approximately 300600 words) explaining Kumalo’s situation. Your final paragraph should include your
thoughts about Kumalo’s future given his circumstances.
I recommend that you spend some time reviewing the following website so that you can
understand more about the historical background of the racial tensions around which
the book revolves. Here’s a link to a website on South Africa. I recommend you watch
the video about South Africa’s history and check out some of the links:
http://www.south-africa-tours-and-travel.com/history-of-south-africa.html
Additional reading: at least 300 pages consisting of books of your choice read in their
entirety. You are encouraged to choose from the Recommended Reading List. You may
not count history reading toward the total. Fill in all information on the Summer
Reading Log.
Advanced Placement European History and Western Civilization II:
The Lost Battles: Leonardo, Michelangelo, and the Artistic Duel that Defined the
Renaissance, by Jonathan Jones (ISBN 978-0-307-74178-3)
We will finish the book during the first week of the school year. If you have questions, I
can be reached by email at [email protected].
Assignments (please complete all):
Read the following chapters of The Lost Battles. As you read, underline or highlight and
make notes in the margins. Think through (or make notes on) the reading questions for
each chapter. You do NOT need to turn in written answers to these questions; they are
a guide to help you check your understanding as you read and the help you prepare for
a quiz during the first week of school.
Visit the following websites: http://www.wga.hu/framese.html?/html/m/michelan/index.html and http://www.wga.hu/framese.html?/html/l/leonardo/ and spend some time looking at the works of da Vinci and
Michelangelo – focus especially on the artworks referenced in the book.
You will receive a grade for the underlining/highlighting AND there will be a reading
comprehension quiz during the first few days of school; this quiz will incorporate
information from the Guided Reading Questions and from the visual artwork referenced
in the text.
Write a 1-2 page essay (typed) responding to the following prompt. Use your best
academic writing and be sure to address the prompt fully. This is due in class the first
day of school and will count as a paper grade. (See grading rubric below.)
Essay Prompt: In your opinion, is da Vinci or Michelangelo the superior artist? Why?
(Be sure to include explanation of why the other artist is inferior.)
Guided Reading Questions (no written answers necessary, but these will form the
basis of the in-class quiz)
Introduction & Chapter 1 (pp 3-30)
1. Describe what makes both Leonardo da Vinci and Michelangelo Buonarroti
unique as artists. Why do they exemplify the Renaissance era? What do you
think is the source of their rivalry?
Chapters 2 & 3 (pp 31-65)
2.
Describe the political structure of Italy during this time period and the problems
it faced. How did art and architecture reflect patriotism? How and why did politicians
use art to send political messages?
Chapter 5 (pp 84-105) [Skip chapter 4]
3.
Several factors contribute to the fact that Italy emerged as the artistic center of
the Renaissance. In what ways did culture, history, and technology contribute to the
arts in Italy? In what ways did they influence da Vinci and Michelangelo?
Chapters 6 & 7 (pp 109-140)
4.
The battles da Vinci and Michelangelo painted were from rival cities in Italian
history. What political purpose did their artworks serve? How did their choice (or
assignment) of topics contribute to their rivalry as artists?
Chapter 9 (pp 159-174) [Skip chapter 8]
5.
In what ways did da Vinci and other Renaissance artists contribute to or draw
inspiration from war tactics and technologies?
Chapter 10 (pp 175-192)
6.
Why is the Renaissance the first time in history that individual talent is
recognized? How is this new individualism evident in the works of da Vinci and
Michelangelo and in their competition?
Chapter 12 (pp 208-228) [Skip chapter 11]
7.
Explain da Vinci’s opinion about art as a reflection of history and truth. Do you
agree or disagree? Why? Do you think today’s art reflects historical or emotional truth
the way it did during the Renaissance? Explain.
Grading Rubric for Summer Paper (AP Euro and Western Civ II)
50 point Paper Grade
_____/20 Content
Essay contains thorough, relevant, specific explanations of historical topic and
explains ideas and terms well.
_____/20 Argument/Opinion
Essay contains a clear, persuasive, well-developed argument and supports that
argument with evidence.
_____/10 Proofreading & Formatting
Essay displays evidence of careful proofreading and is free of errors in grammar,
punctuation, and typos. Assignment follows formatting guidelines.
Total: __________/50
Requirements for students entering grade 11
Common Books for English 11 and Honors English 11:
Death of a Salesman, by Arthur Miller (ISBN 978-0140481341)
A Raisin in the Sun, by Lorraine Hansberry (ISBN 978-0679755333)
Pretend that you are a talk show host and that you are interviewing Walter Younger,
Mama Younger, Willy Loman, and Biff Loman. You ask each of them the same
question: What constitutes the good life? What does each one answer? Write a
paragraph for each character's answer. Then write a paragraph in which you explain
which character you agree with the most, and which character you agree with the least.
Explain your reasoning.
If you would prefer to write this as more of a free-flowing conversation or transcript of a
talk show, in which all the characters interact not only with each other but also with
you, the host, feel free to structure it this way. Just make sure to fully articulate each
character's view and your own view, even if you break them up into multiple comments
from each character and yourself.
Your paper should be typed and double-spaced and 500 - 750 words in length.
You will have a test on the books during the first week of school, and we will also be
using them throughout the year, so it’s important that you read them completely and
carefully.
Additional reading: at least 300 pages consisting of books of your choice read in their
entirety. You are encouraged to choose from the Recommended Reading List. You may
not count history reading toward the total. Fill in all information on the Summer
Reading Log.
Summer Assignment for U.S. History 11
A Voyage Long and Strange: Rediscovering the New World by Tony Horwitz (ISBN
9780312428327)
Read the following passages:
 Pages 1-11 (Prologue)
 Pages 11-37 and 44-46 (Chapter 1)
 Pages 47-71 (Chapter 2)
 Pages 117-133 (Chapter 5)
 Pages 134 – 164 (Chapter 6)
 Pages 199 – 228 (Chapter 8)
 Pages 265 – 292 (Chapter 10)
 Pages 293 – 325 (Chapter 11)
 (Total Page Count: 196)
For each of the topics below, write 3 points that you think are most important to know
about them.
1. Black Legend
2. Cabeza De Vaca
3. Estevanico
4. Francisco Coronado
5. Hernando De Soto
6. Hispanola
7. La Caroline
8. Requerimiento
9. Roanoke Island
10. St. Augustine
Answer 5 of the questions below.
1. In the prologue, Horwitz realized that he had a “chasm” of knowledge about the
1500s in North America. Do you have a similar chasm of this time period?
2. Why do you think the history of European settlements in this time frame is
largely ignored by Americans?
3. What trends between contact with the Natives and Europeans were first
established in Norse-Native relations?
4. People living in the Southwest seemed to Horwitz more interested in the
conquistadors than Southeasterners. Do you agree with this assessment? Why
or why not?
5. Identify two factors that inhibited England’s efforts to begin colonization of the
New World and explain how they delayed or slowed colonization efforts.
6. Identify TWO factors that contributed to failure of European settlements in the
New World. Give examples of colonies that failed because of these factors.
7. What is the most surprising or interesting thing you learned from reading this
book?
Summer Assignment for AP U.S. History:
A Voyage Long and Strange: Rediscovering the New World by Tony Horwitz (ISBN
9780312428327)
Prologue: “The Lost Century.”
1. Horwitz discovered a “chasm” of knowledge about the 1500s in North America.
Do you have a similar chasm of this time period? Why do you think the accounts
of European settlements in this time frame are largely ignored by Americans?
Chapter One: Vinland. Read pp. 11-37 and 44-46
2.
What trends between contact with the Natives and Europeans were first
established in Norse-Native relations?
Chapter Two: 1492.
3.
Horwitz lists how Columbus’s discovery was interpreted on the centennials of his
discovery of America. What do those interpretations reveal about the United States in
1792, 1892, and 1992?
4.
Contrast Columbus’ 1492 expedition with his 1493 voyage.
Skip Chapters Three and Four.
Chapter Five: The Gulf Coast.
5.
How did Cabeza de Vaca’s travel change him and his perceptions both of the
Indians and of his fellow Europeans?
6.
Compare/Contrast Estevanico with other conquistadors.
Chapter Six: The Southwest.
7.
What was the Requerimento and its role in the Spanish conquest of the
Southwest?
8.
Explain the “Black Legend.” How does it influence perceptions of the Spanish
conquest?
Chapter Seven: The Great Plains.
9.
Assess the environmental impact of the European conquest of North America.
Include in your answer a discussion of disease, animals, and climate.
Chapter Eight: The South.
10.
People living in the Southwest seemed to Horwitz more interested in the
conquistadors than Southeasterners. Do you agree with this assessment? Why or why
not?
11.
Give two examples of comparisons Horwitz makes between the Conquest of the
Southeast and the Civil War.
Chapter Nine: The Mississippi.
12.
Describe what you consider to be the most important advantage and
disadvantage conquistadors like De Soto had in their confrontations with the Indians?
13.
What factors caused the balance of power between the Spanish and the Indians
to shift during De Soto’s expedition? How did this affect his tactics?
Chapter Ten: Florida.
14.
Contrast the Spanish and French settlements in Florida. In your answer, address
religion, Indian relations, and effectiveness.
Chapter Eleven: Roanoke
15.
Explain two factors that inhibited England’s efforts to begin colonization of the
New World and explain how they delayed or slowed colonization efforts.
16.
Describe two events or trends that prevented England from resupplying the
Roanoke colony. Speculate about two events or trends that may have prompted the
settlers themselves to abandon the colony.
Chapter Twelve: Jamestown.
17.
What were some of the changes that took place in England between the Roanoke
and Jamestown settlements?
18.
Identify two challenges facing the Jamestown settlers. What do you think was
the more important of these challenges? Why?
Chapter Thirteen: Plymouth.
19.
Why does the myth of Plymouth as the founding of America persist in light of the
previous settlements?
20.
Contrast the Plymouth colony’s Indian relations with those of Jamestown.
Identify two other differences between Jamestown and Plymouth.
Requirements for students entering grade 12
Common Book for English 12 (see below for Honors and AP)
Frankenstein by Mary Shelley (ISBN 978-0141439471)
1. What causes Victor to take on the task of creating a living being? How do his
character, personality, experiences, and history contribute to the decisions he
makes about his life’s work? Write a brief character analysis of Victor, with
particular attention to what fuels his scientific endeavors. Be sure to cite specific
passages (in-text citations, MLA style) to support the claims you make about
Victor’s character. (300 – 500 words)
2.
After you have finished the novel, think of someone who should read this book
(could be someone you know, a famous person, a made-up person). Write a letter to
this person explaining why he or she should read Frankenstein. Try to be persuasive and
appeal to that person’s interests, needs, or situation. It’s ok to give plot spoilers. Make
sure to reference specific parts of the novel. (300 – 500 words)
Additional reading: at least 400 pages consisting of books of your choice read in their
entirety. You are encouraged to choose from the Recommended Reading List. You may
not count history reading toward the total. Fill in all information on the Summer
Reading Log.
Common Books for AP Literature and Honors English 12 :
Frankenstein by Mary Shelley (ISBN 978-0141439471)
Brave New World by Aldous Huxley (ISBN 978-0060850524)
1. Consider the ways that Mary Shelley builds sympathy for both Victor and his
creation. By the time you reach the end of the story, for which of these
characters do you have the most sympathy? Explain how Shelley helped build
your sympathy for that character over the other character. Or, explain why her
efforts to create sympathy failed, if you find yourself unable to sympathize with
either main character. Be sure to cite specific passages (in-text citations, MLA
style) to support the claims you make. (300 – 500 words)
2.
Imagine that John the Savage from Brave New World were alive today. What do
you think he would say about 21 -century American society? Write a letter from the
Savage’s point of view to Americans in 2014, to be published in a major newspaper.
Make sure your letter contains the values he displays in the novel, and try to draw
connections between the world of that novel and our world. (300 – 500 words)
st
* A note on Brave New World: You may find it to be a strange, even off-putting book. It
is imperative that you understand what Aldous Huxley was up to when he wrote it: he
intended the book as a satire wherein he portrayed a seemingly perfect society through
which he could criticize ideas that were prevalent in England in the 1930s. In other
words, he was warning against the manufacturing of human beings, not promoting it.
Likewise, he was warning against the societal attitudes that lead to sexual promiscuity,
rampant drug use, and addictive pursuit of ease and entertainment, not supporting
them. The scary thing is how prevalent these ideas and pursuits have become in our
time. As you read, try to make connections between the strange world of the novel and
our world. And if you find the first three chapters disorienting, that’s ok—you’re
supposed to. But read them carefully because they form the background to the plot,
which begins in chapter 4.
Additional reading: at least 400 pages consisting of books read in their entirety. You are
encouraged to choose from the Recommended Reading List. You may not count history
reading toward the total. Fill in all information on the Summer Reading Log.
Any questions about English summer reading? Email Mr. Spruill at
[email protected].
US Government & Politics
A More Perfect Constitution: 23 Proposals to Revitalize Our Constitution and Make
America a Fairer Country © 2007 by Professor Larry J. Sabato
DIRECTIONS: Read Chapters 1-4;7 and the Appendix of A More Perfect Constitution.
Email Mrs. McClain ([email protected]) or turn in the assignment no later
than Thursday August 25 (Orientation day). Be prepared to discuss your responses
throughout the year.
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You may not work with others on this assignment.
Late submissions lose 10%/school day (maximum of 50% off).
This assignment should be completed simply based on your own reading of the
book. However, if you choose to consult outside sources, be sure to cite any works
you use (or you will be plagiarizing). No outside research is necessary or desired,
except for part 5 below.
Read/refer to the Constitution (Appendix) frequently.
Type your answers. Times New Roman, 12-point font.
List your word counts at the end of each section. Be concise. Points may be
deducted for exceeding the word count limits.
GRADE: This written assignment will be roughly equivalent to 1 test grade in the first
semester. Questions based on this book will also appear on evaluations throughout the
year.
1) Preamble pp. 1-18: Dr. Sabato makes the argument we need to “revitalize” the
Constitution. Explain your opinion of how well he makes this argument. Word limit:
60-120. (10 pts)
2) Ch. 1: Creating a Capitol Congress pp. 19-75: Of the 5 sections in Ch. 1, explain your
opinion on the validity of 2 of the 5 proposals. Word limit: 50-100 words for each of the
2. (20 pts)
3) Ch. 2: Perfecting the Presidency pp. 76-107: Of the 7 sections in Ch. 2, explain your
opinion on the validity of 3 of the 7 proposals. Word limit: 50-100 words for each of
the 3. (30 pts)
4) Ch. 3: The New Courts: Supreme but not Eternal pp. 108-120: Explain your opinion
on the validity of 2 of the 5 proposals. Word limit: 50-100 words for each of the 2. (20
pts)
5) Terms: Find 18 terms/words used in the book that are unfamiliar to you, such as
“coattails” (you can use that one if you wish). Succinctly provide the definition of the
term, list the page # in the book where the term appears, and cite your source. (20 pts)
AP U.S. Government and Politics
A More Perfect Constitution: 23 Proposals to Revitalize Our Constitution and Make
America a Fairer Country © 2007 by Professor Larry J. Sabato
DIRECTIONS: Read Chapters 1-4;7 and the Appendix of A More Perfect Constitution.
Email Mrs. McClain ([email protected] ) or turn in the assignment no later
than Thursday August 25 (Orientation day). After reading Chapters 1-4;7; and the
Appendix answer one of the following essay prompts in a five-paragraph essay:
1. Does Sabato make a compelling case for reforming the Electoral College?
2. Should Supreme Court Justices have a limited term?
3. Identify one of the proposals suggested by Sabato regarding perfecting the
Presidency. Do you believe that Sabato makes a convincing case for this proposal?
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You may not work with others on this assignment.
Late submissions lose 10%/school day (maximum of 50% off).
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This assignment should be completed simply based on your own reading of the
book. However, if you choose to consult outside sources, be sure to cite any works
you use (or you will be plagiarizing). No outside research is necessary or desired,
except for part 7 below.
Read/refer to the Constitution (Appendix) frequently.
Type or very neatly write your answers; Times New Roman, 12 point font.
List your word counts at end of each section. Be concise. Points may be
deducted for exceeding the word count limits.
GRADE: This written assignment will be roughly equivalent to 1 test grade in the first
semester.
RECOMMENDED READING LISTS
Recommended Reading for students entering Grades 7 & 8
Alcott, Louisa May
Little Women
The four March girls keep themselves busy while their father is away fighting in the Civil
War. Their plays, games, chores, and friendship with the boy next door keep their
spirits up despite poverty and the uncertainty of the times.
Austen, Jane
Emma
Emma, a self-assured young lady in Regency England, is determined to arrange her life
and the lives of those around her into a pattern dictated by her romantic fancy.
Austen, Jane
Pride and Prejudice
Elizabeth Bennett and Mr. Darcy dance around their dislike for each other in this wellto-do 18 century British society. A book full of humor and romance.
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Bradbury, Ray
Fahrenheit 451
After learning that books are a vital part of a culture he never knew, a book-burning
official in a future fascist state secretly begins reading until he is betrayed.
Burnett, Frances
The Little Princess
Sara Crewe, a pupil at Miss Minchin's London School, is left in poverty when her father
dies but is later rescued by a mysterious benefactor.
Carter, Forrest
The Education of Little Tree
Forrest Carter's controversial work is about an orphaned boy in 1930s Appalachian
Tennessee who learns about his cultural heritage when he is adopted by his Native
American grandparents and discovers prejudice when he is sent to a boarding school
run by whites.
Cooper, James Fenimore
The Last of the Mohicans
Hawkeye, a young frontier scout, and Uncas, a Mohican Indian, form an unlikely
friendship as they battle against the Iroquois Indians and try to preserve the unspoiled
wilderness.
Dickens, Charles
Oliver Twist
In nineteenth-century England, a young orphan runs away from a workhouse, is
captured by a gang of thieves, and finally escapes.
Doyle, Arthur Conan
The Adventures of Sherlock Holmes
Any of the Sherlock Holmes mysteries.
Frank, Anne
The Diary of a Young Girl
A 13-year-old Dutch-Jewish girl records her impressions of the two years she and seven
others spent hiding from the Nazis before they were discovered and taken to
concentration camps.
Gibson, William
Miracle Worker
The Miracle Worker is a play about blind, deaf, and mute Helen Keller and her teacher,
Annie Sullivan.
Hesse, Karen
Out of the Dust
Billie Jo records in dramatic narrative verse the trials and triumphs of Depression-Era
Oklahoma during the Dust Bowl years.
Kidd, Sue Monk
The Secret Life of Bees
Fourteen-year-old Lily lives with the story that she accidentally killed her mother. When
she runs away to escape an unsettled home, she searches for the truth and the meaning
of “mother.”
Lewis, C. S.
The Chronicles of Narnia
Read any of these books in this series about four English schoolchildren and their
adventures in the world of Narnia.
London, Jack
Call of the Wild
The story of Buck, a dog that is forcibly taken to the Klondike goldfields, where he
eventually becomes the leader of a wolf pack.
Peck, Robert N.
A Day No Pigs Would Die
To a 13-year-old Vermont farm boy whose father slaughters pigs for a living, maturity
comes early as he learns “doing what's got to be done,” especially regarding his pet pig
who cannot produce a litter.
Poe, Edgar Allan
A collection of short stories
Smith, Betty
A Tree Grows in Brooklyn
Young Francie Nolan experiences the problems of growing up in a Brooklyn slum.
Staples, Suzanne Fisher
Shabanu
Thirteen-year-old Shabanu is a Pakistani tomboy who loves to accompany her father
when he takes the camels to the bazaar for sale. But she is of age to marry, and her life
changes dramatically when her parents select a husband for her.
Stevenson, Robert Louis
Treasure Island
Young Jim Hawkins finds a map that leads to Treasure Island, but this fateful discovery
leads to his involvement with a band of pirates led by Long John Silver.
Taylor, Mildred
Let the Circle Be Unbroken
TJ Avery is accused of murder and must stand trial before an all-white Southern jury in
this sequel to Roll of Thunder, Hear My Cry.
Mother Teresa
Mother Teresa, In My Own Words
Collection of quotations, stories, and prayers by Mother Teresa on the poor, the dying,
the suffering, and the doubting.
Ten Boom, Corrie
The Hiding Place
Corrie ten Boom’s autobiography tells the story of the Nazi occupation of Holland and
her family’s determination to live as Christians helping those oppressed by the SS, even
at great risk to themselves.
Tolkien, J.R.R
The Hobbit
Bilbo Baggins, a Hobbit who only wanted to be left alone, is drawn by a wizard and a
band of homeless dwarves into a quest where he confronts evil orcs, savage wolves, and
the great dragon, Smaug the Magnificent.
Tolkien, J.R.R
Lord of the Rings
The trilogy that tells of the great quest undertaken by the hobbit Frodo and the
Fellowship of the Ring to journey across Middle-earth and cast the One Ring into Mount
Doom.
Wilkerson, David
The Cross and the Switchblade
A minister who left his small church in Pennsylvania to go to New York City relates his
experiences working with street gang members.
Recommended Reading for students entering grades 9 & 10
Achebe, Chinua
Things Fall Apart
In pre-colonial Nigeria, Okonkwo is a warrior and an important man in his clan, but
when English missionaries enter the land, bringing with them the jurisdiction of the
British Empire, how will Okonkwo and his people respond?
Austen, Jane
Pride and Prejudice
Elizabeth Bennett and Mr. Darcy dance around their dislike for each other in this wellto-do 18 century British society. A book full of humor and romance.
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Austen, Jane
Sense and Sensibility
Two sisters of opposing temperaments share the pangs of tragic love. Their mutual
suffering brings a closer understanding between the two sisters.
Defoe, Daniel
Robinson Crusoe
An Englishman who is the sole survivor of a seventeenth century shipwreck lives for
almost thirty years on a deserted island before being rescued.
Dickens, Charles
Great Expectations
The story of Pip, an orphan in Victorian England who is informed one day that he has
“great expectations” and is to be reared as a gentleman.
Du Maurier, Daphne
Rebecca
This classic tale of history and romance is set in early 20 century English. A young wife
of a widower discovers a dark secret about her husband’s dead wife.
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Dumas, Alexander
The Count of Monte Cristo
Nineteen-year-old French sailor Edmond Dantes is unjustly imprisoned on his wedding
day, but, after fourteen years of solitary confinement, he escapes, taking on a new
identity to become the hero of the greatest revenge story ever written.
Dumas, Alexander
Three Musketeers
A young nobleman, d'Artagnan, heads to Paris in hopes of joining the Musketeers. He
proves himself fighting with them and earns a place in their ranks. Together they
preserve the king’s honor and thwart the schemes of Cardinal Richelieu.
Hamilton, Edith
Mythology
A classic collection of Greek mythology. Very thorough.
Hemingway, Ernest
The Old Man and the Sea
An old Cuban fisherman hooks a gigantic fish, leading to a three-day ordeal at sea.
Heyerdahl, Thor
Kon-Tiki
The true story of a Norwegian explorer’s journey across the Pacific in a small craft to try
to prove that the Pacific Islands were settled by South Americans.
Homer
The Iliad
Homer's account of the Trojan War between the Greeks and the Trojans including
Achilles' quarrel with Agamemnon and his revenge on Hector.
Kingsolver, Barbara
The Bean Trees
Taylor, a poor Kentuckian, makes her way west with an abandoned baby girl and stops
in Tucson. There she finds friends and discovers resources in apparently empty places.
Kingston, Maxine Hong
The Woman Warrior
Subtitled “Memoirs of a Girlhood among Ghosts,” this somewhat fictionalized
autobiography describes the author’s struggles as a Chinese-American growing up in San
Francisco.
Knowles, John
A Separate Peace
Gene Forrester looks back 15 years to a World War II year in which he and his best
friend were roommates in a New Hampshire boarding school.
Markandya, Kamala
Nectar in a Sieve
The story of a peasant woman in India contending with a difficult life, farming with her
husband, suffering with poverty and disaster, and raising children.
Markham, Beryl
West with the Night
The memoir of an Englishwoman who grew up in Kenya during the early 1900s and later
became a bush pilot there. Hemingway called it a “wonderful book,” and National
Geographic ranked it as one of the best adventure books ever written.
Potok, Chaim
The Chosen
The story of Reuven Malter and Danny Saunders--one an orthodox Jew, the other the
son of a Hasidic rabbi--and their friendship as they grow up in Brooklyn.
Remarque, Erich Maria
All Quiet on the Western Front
Written by a German veteran of World War I and later banned by the Nazis, this novel
chronicles both the horrors of war and the alienation of soldiers afterward.
Solzhenitsyn, Alexander
One Day in the Life of Ivan Denisovich
Recounts the experiences of Shukhov, a prisoner at a Soviet work camp in Siberia, as he
struggles for survival.
Tolstoy, Leo
The Death of Ivan Ilyich
The story of a successful judge who suddenly finds out that he is terminally ill, bringing
him the opportunity to see what is really in his heart.
White, T. H.
The Once and Future King
The story of King Arthur, from his birth until the end of his reign, based largely on Sir
Thomas Malory's Le Morte D’Arthur. Knights, magic, adventure, romance.
Zusak, Markus
The Book Thief
Narrated by Death himself, this story concerns Liesel, a girl living in Nazi Germany who
steals books against the backdrop of the Holocaust.
Recommended Reading for students entering grades 11 & 12
An asterisk * indicates recommended for Honors/AP students
Brontë, Emily
Wuthering Heights
Forced by a storm to spend the night at the home of Heathcliff, Mr. Lockwood uncovers
a tale of terror, hatred, and love on the Yorkshire moors.
Bronte, Charlotte
Jane Eyre
A orphaned young woman accepts employment as a governess and soon finds herself in
love with her employer who has a terrible secret.
Brown, Dee
Bury My Heart at Wounded Knee
An account of the systematic plunder of the American Indians.
Bunyan, John
Pilgrim's Progress
A religious allegory which follows the trials and tribulations of Christian as he journeys
to the Celestial City, representing the trials and tribulations of every Christian’s life.
Camus, Albert
The Stranger
Propelled by forces he does not understand, a quiet, ordinary clerk commits murder.
Capote, Truman
In Cold Blood
Recreates the slaying of the Clutter family of Kansas, and the capture, trial, and
execution of their murderers.
Cather, Willa
My Ántonia
Set on the Nebraska prairie in the 1880s, this is the story of the difficult life of Ántonia, a
young immigrant, as told by her American friend, Jim Burden.
Cervantes, Miguel
Don Quixote *
The epic tale of an eccentric country gentleman and his companion who set out as a
knight and squire of old to right wrongs and punish evil in 16 -century Spain.
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Dante
The Divine Comedy *
An epic poem in which the poet describes his spiritual journey through Hell, Purgatory
and Paradise – guided first by the poet Virgil and then by his beloved Beatrice – which
results in a purification of his religious faith. Each of its three books counts toward your
book total: Inferno, Purgatorio, and Paradiso.
Dickens, Charles
David Copperfield
A young boy in 19th-century London runs away from an unhappy home, finds
employment in a wine factory, and becomes acquainted with a wide variety of
characters in the city streets.
Douglass, Frederick
Narrative of Frederick Douglass
An autobiographical account by the runaway slave Frederick Douglass that chronicles his
experiences with his owners and overseers.
Dostoevsky, Fyodor
Crime and Punishment*
Describes the resultant physical and mental depletion after a student in St. Petersburg
murders an old woman, a money lender, and her sister.
Dostoevsky, Fyodor
The Brothers Karamazov *
The four sons of Fyodor Karamazov must contend with a criminal investigation and with
their own inner questions about justice and the existence of God after the brothers
become involved in the murder of their father.
Dumas, Alexander
The Count of Monte Cristo
Nineteen-year-old French sailor Edmond Dantes is unjustly imprisoned on his wedding
day, but, after fourteen years of solitary confinement, he escapes, taking on a new
identity to become the hero of the greatest revenge story ever written.
Eco, Umberto
The Name of the Rose *
Brother William turns detective in medieval Italy when seven bizarre deaths take place
in seven days and nights.
Ellison, Ralph
Invisible Man *
The story of a young black male who travels from his home in the South north to
Harlem, where he experiences exploitation and alienation.
Faulkner, William
Absalom, Absalom *
A Harvard freshman pieces together the strange story of a Southern tragedy involving
an ambitious planter who settled in Mississippi in 1833.
Fitzgerald, F. Scott
This Side of Paradise
This story of a privileged but aimless young man traces his formative years in the
Midwest and at Princeton and then follows him as he is dumped unceremoniously into
WWI and an everyday world at complete odds with his lofty aspirations.
Garcia Marquez, Gabriel
One Hundred Years of Solitude *
“Many years later, as he faced the firing squad, Colonel Aureliano Buendia was to
remember that distant afternoon when his father took him to discover ice.” So begins
the epic multi-generational story of a family in Colombia.
Gardiner, John
Grendel
Grendel, the monster, tells his side of the Beowulf story and compares his values with
the chief values of human beings.
Gaines, Ernest
A Lesson Before Dying
Tells the story of a young African-American man sentenced to death for a murder he did
not commit and a teacher who tries to impart to him his learning and pride before the
execution.
Griffin, John Howard
Black Like Me
The author, a white man, recounts his experiences when he darkened his skin and
traveled through the South as an African-American man.
Hardy, Thomas
Tess of the D’Urbervilles*
A study of grace vs. law, this is the story of Tess, seduced and discarded by a wealthy
man. Will she find grace at the hands of a moralistic society?
Heller, Joseph
Catch-22 *
A bombardier, based in Italy during World War II, repeatedly tries to avoid flying
bombing missions while his colonel tries to get him killed by demanding that he fly more
and more missions.
Hemingway, Ernest
The Sun Also Rises *
Focuses on a “lost generation” of Americans who fought in France during World War I
and who expatriated themselves from America after the war.
Hillenbrand, Laura
Unbroken
The biography of Louie Zamperini, a World War II bombardier who survived a plane
crash, weeks adrift on a raft, and torture in a Japanese prison camp.
Homer
The Iliad *
Homer's account of the Trojan War between the Greeks and the Trojans including
Achilles' quarrel with Agamemnon and his revenge on Hector.
Johnson, James Weldon
The Autobiography of an Ex-Colored Man
An autobiographical novel about a young biracial man in post-Reconstruction America
who must decide whether to embrace a black identity or “pass” for white.
Kerouac, Jack
On the Road
Chronicles the way of life of the Beat generation as Dean Moriarty speeds across
America.
Kingsolver, Barbara
The Poisonwood Bible
Nathan Price and his family move to the Belgian Congo in 1959, and the experiences
they have while living in Africa affect each member of the family in a different way.
Koestler, Arthur
Darkness at Noon
In Stalinist Russia, an aging revolutionary is imprisoned and tortured, forced to admit to
crimes he never committed against the state he helped establish.
Krakauer, Jon
Into the Wild
The story of Chris McCandless, a 24-year-old who walked into the Alaskan wilderness on
an idealistic journey and was found dead months later.
Marlowe, Christopher
Dr. Faustus *
A sixteenth-century drama about a scholar who sells his soul to the devil in exchange for
knowledge and power.
McCullers, Carson
The Heart Is a Lonely Hunter
A deaf mute who has lost his only friend to a hospital for the insane becomes the
recipient of the confidences of several other town residents.
Melville, Herman
Moby-Dick *
Captain Ahab's determination to find and kill the great white whale becomes an
obsession driving him to disaster.
Milton, John
Paradise Lost*
John Milton's epic poem, which deals with the original sin of Adam and Eve and their
temptation by the devil.
O’Brien, Tim
The Things They Carried
A collection of related semi-autobiographical stories set during the Vietnam War.
Orwell, George
1984
Winston Smith, a worker at the Ministry of Truth in the future political entity of Oceania,
puts his life on the line when he joins a covert brotherhood in rebelling against the Party
that controls all human thought and action.
Salinger, J. D.
Catcher in the Rye
An adolescent boy, knowing he is about to be dropped by his school, spends three days
and nights in New York City.
Shakespeare, William
As You Like It
Shakespeare’s memorable heroine Rosalind finds love in the forest of Arden, but the
problem is, she’s in hiding from her treacherous uncle and disguised as a boy.
Shakespeare, William
King Lear *
The tragedy of an old king who divides his kingdom among his daughters only to have
them turn violently against him. Shakespeare’s darkest and perhaps greatest.
Shakespeare, William
The Tempest
A storm wrecks a ship on an island controlled by a powerful magician. What will happen
when his daughter meets the shipwrecked men?
Shaw, George Bernard
Saint Joan
Presents the script of the 1924 drama which chronicles the trial, burning at the stake,
and canonization of the fifteenth-century warrior and martyr, Joan of Arc.
Silko, Leslie Marmon
Ceremony
Follows Tayo, a young Native American, after his release from a veteran's hospital
following World War II as he searches for meaning and sanity in his life.
Steinbeck, John
East of Eden *
The saga of three generations of the Trask and Hamilton families in the early 1900s in
Northern California. A modern retelling of the Cain and Abel story.
Steinbeck, John
The Grapes of Wrath
The saga of a family in 1939 that struggles through the Great Depression by laboring as
Dust Bowl migrants.
Swift, Jonathan
Gulliver’s Travels
The voyages of an Englishman carry him to a land of people six inches high, a land of
giants, an island of sorcerers, and a land where horses are masters of human-like
creatures.
Thoreau, Henry David
Walden
Nineteenth-century American writer and social activist Henry David Thoreau's
reflections upon living alone among nature for two years on Massachusetts' Walden
Pond.
Tolstoy, Leo
Anna Karenina *
In nineteenth-century Russia, the wife of an important government official loses her
family and social status when she chooses the love of Count Vronsky over a passionless
marriage.
Wilde, Oscar
The Picture of Dorian Gray
A remarkably handsome youth, Dorian Gray, meets Lord Henry Wotton and is corrupted
into a life of terrible evil.
Wolff, Tobias
Old School
Determined to fit in at his New England prep school, the narrator has learned to mimic
the bearing and manners of his adoptive tribe while concealing as much as possible
about himself. His final year, however, unravels everything he's achieved, and steers his
destiny in directions no one could have predicted.
Woolf, Virginia
To the Lighthouse *
A meditation on the inner lives of the Ramsay family and their guests, vacationing
together one summer. This intricate modernist novel captures beautifully the
contradictions between a person’s inner thoughts and his or her spoken words.
Wright, Richard
Black Boy
The autobiography of an African-American writer, recounting his early years and the
harrowing experiences he encountered drifting from Natchez to Chicago to Brooklyn.