CARDINAL MOONEY CATHOLIC
SUMMER ENRICHMENT PROJECTS
2016-17
Any student who successfully completes one of the following project choices will be able to
use the Summer Enrichment Certificate to raise a quarter grade in any class non AP or
HONORS Course once. For example, the quarter grade would be raised from a B+ to an A- or
from a C to a C+.
The completed project must be handed in to the teacher of the project chosen on or before
Tuesday, September 6, 2016
Important Information
*You may earn only one certificate for the 2016-2017 school year
*Summer Enrichment Certificates MAY NOT be applied to Advanced Placement or Honors
Classes.
*If you have accumulated more than one Summer Enrichment Certificate, you may only use
one certificate per subject per semester. For instance, if you apply one Summer Enrichment
Certificate to math in the first quarter, you may not apply another certificate until the next
semester.
*All summer enrichment projects should be turned into the teacher of the subject you chose on
or before Tuesday, September 6th, 2016 for grading and credit.
Read through the following descriptions for summaries of the projects. For more details.
www.cardinalmooney.org
OVERVIEW OF PROJECTS
ART
Students will create an in-depth exploration of a particular design concept. Students will create five
pieces of art that will stress a coherent idea or concentration. Each piece can hold its own, but work
best as a unit. Students must use at least three elements of art (color, value, form, shape, line, texture)
and two principles of design (Balance, Proportion, Rhythm, Emphasis, Unity) in their work and their
artwork must be accompanied by a 250 word artist statement, describing the artwork they produced
and why they chose that certain concentration. Students may choose their own media, however the
surface size must be 11" x 14" or greater. No image can be lifted from a source that’s copyright
protected without being adjusted to the point of non- recognition.
SOCIAL STUDIES (choose one)
Japanese American Internment: Students will make a poster board or PowerPoint and discuss the
effects of internment on Japanese Americans. Items to be included on the board: community effects,
effects on family, on mental health, physical health, economic/financial status, emotional effects. Board
should include written detail along with pictures, maps, and other relevant information.
Three Branches of Government: Students will analyze and understand the three branches of
government including the responsibilities of each branch and how the three work together. Students will
analyze and understand the basic roles of our government and how the “checks and balances” idea
works in the United States.
LITERATURE
Students will explore what defines a coming-of-age novel and its effects on the characters. Paying
special attention to this theme, students will read two novels - John Knowles’ novel A Separate Peace
and Rudolfo Anaya’s Bless Me, Ultima – and write a five-paragraph compare/contrast essay.
MATH (choose one)
“Who wants to be a Millionaire?” WebQuest -This project is for the computer savvy. Make sure you
record all of your work!!
Car Loan Assignment - Decide on a car to buy. You must research to make sure you are getting the
best deal.
RELIGION
Students will read one of two books - A Story of A Soul Autobiography of
St Therese of Lisieux (John Beevers) OR The Shepherds of Fatima by
Manuel Fernando Sousa e Silva . Create a project/paper that reflects their understanding of the
material.
FOREIGN LANGUAGE~ FRENCH
Students will read about real-life events of France and French in the early years of the German
occupation, during the WWII. The main objective for students is to understand the historical context in
which the events take place and analyze the characters and the circumstances under which they
develop throughout the story. Students may read the first novel entitled Storm in June or the second
Sweet and complete one of the assignments.
FOREIGN LANGUAGE ~ SPANISH
Students will read the book appropriate to their grade level and gain a better understanding or
appreciation of Spanish history and culture.
SCIENCE
There is so much to our world beyond what we can see with our eyes. Everywhere there is a
microscopic world that has changed altered the course of history. In the last couple of centuries we
have made tremendous strides in our knowledge of that microscopic world around us and it is that
understanding that has changed the way we view the world around us and enabled us to develop the
advanced technologies we see today. For this project you will be researching molecules that have
changed the course of history. You will be to research the historical aspects of this molecule, such as
its discovery and uses, as well as its chemical make-up.
MUSIC
“Harmony Day Camp”. Students who attend this day camp and the subsequent show held at Davison
High School will learn the following: proper singing posture, proper breath support, correct tonal
production, and how to blend and balance with the choir when singing. Contact Ms. Patrick for more
information.
PHYSICAL EDUCATION
Students must run in three 5K events. Student must bring in their registration form and bib number as
proof. Students must write a one page reflection about their experiences running in the three 5K events.
PROJECT ASSIGNMENTS/RUBERICS
ART
Students will create an in-depth exploration of a particular design concept. Students will create five
pieces of art that will stress a coherent idea or concentration. Each piece can hold its own, but work
best as a unit. Students must use at least three elements of art (color, value, form, shape, line, texture)
and two principles of design (Balance, Proportion, Rhythm, Emphasis, Unity) in their work and their
artwork must be accompanied by a 250 word artist statement, describing the artwork they produced
and why they chose that certain concentration. Students may choose their own media, however the
surface size must be 11" x 14" or greater. No image can be lifted from a source that’s copyright
protected without being adjusted to the point of non-recognition. Be original, be creative, experiment,
and think outside the box!
Email Mrs. Lazar ([email protected] ) with any questions or concerns.
To receive credit for this project, the student must follow the guidelines of the project and the rubric and
receive no less than 85 points.
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Atheistic technique and applied it in a way that is totally his/her own. The student’s
personality/voice comes through.
Student has strong aesthetic technique. The student’s personality comes through in parts.
There is little evidence of creativity, but the student has done the assignment.
Student has not made much attempt to meet the requirements of the assignment.
Time/Effort More than an hours’ worth of effort went into the planning and creation of
assignment.
Student could have put in more time and effort at home/Student spent minimal time on project
Student showed little effort on this assignment.
Planning and Explanation Student can describe in detail the process and reasons.
Student can somewhat describe how they created their piece.
Student describes work but is not invested/or makes negative comments about the piece.
Student has thought very little about the project and does not communicate the meaning
Content Student not only fulfilled all of the guidelines of the project, but he/she exceeded
expectations by adding detail, various design elements, and thoughtful planning.
Student fulfilled all guidelines noted on the assignment sheet. Student added detail or a design
element, but she/he may not have planned. Composition is interesting.
Student fulfilled many of the guidelines of the project assignment sheet. However, there is no
evidence of careful planning and there is very little detail.
Student did not fulfill the assignment guidelines. There is no evidence of planning which resulted
in very little detail and an unfinished look on the project.
The project has evidence of time and effort spent. Shows great craftsmanship.
Project is finished. The project has evidence of time and effort spent. The finished composition
has good craftsmanship.
Project is mostly finished. More time could have been spent on the project because there seem
to be parts of the composition that are unfinished.
Project is finished. The composition looks unfinished and not much consideration was given to
the craftsmanship of the project
SOCIAL STUDIES: Project (1) Japanese American Internment
Reading Materials: I am American: A True Story of Japanese Internment by Jerry Stanley
Lesson Objectives: Students will:
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Examine events and determine the factors which led to the Japanese American internment.
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Become aware of what took place during the Japanese American internment experience
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Discuss the impact of the internment experience on Japanese American families and
individuals.
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Develop a sense of empathy by simulating the situations which Japanese American children
faced.
Mapping Activity Students will make a poster board or PowerPoint and discuss the effects of internment
on Japanese Americans. Items to be included on the board: community effects, effects on family, on
mental health, physical health, economic/financial status, emotional effects. Board should include
written detail along with pictures, maps, and other relevant information.
Additional questions: (to be answered on separate sheet in full sentences)
1. Do you think that something similar to the Japanese American internment can happen again?
Discuss current events - weren't individuals from Iraq suspected of espionage and watched closely
during the Persian Gulf War? Do you think those fears could have escalated and resulted in serious
action?
2. Why do you think Japanese American citizens were interned while citizens of Italian and German
descent (who also looked like the enemy) were not?
3. Do you think Japanese Americans were fairly compensated by the U.S. government for their
experience?
SOCIAL STUDIES: Project (2) Three Branches of Government Objectives
1. Students will analyze and understand the three branches of government including the responsibilities
of each branch and how the three work together.
2. Students will analyze and understand the basic roles of our government and how the “checks and
balances” idea works in the United States.
Assignment
Pretend that you are a tour guide given the task of escorting a class of elementary students around
Washington D.C. The students are learning about the three branches of government. Your task is to
create a brochure and trip agenda for the class you will give the tour to. In this brochure should be all
the information the students will need to know about the three branches of government along with a trip
agenda stating where you will need to travel to in the city to provide the students with first-hand
examples of the information they are learning. Please feel free to be as creative as you would like for
this assignment. You may also want to add pictures, maps, information or anything else you feel would
help enhance the student’s trip. You may create your brochure on your own with colored pencils,
markers, etc. or create it on your computer.
Inside your brochure you will need to include the following to get full credit for the assignment.
1. The name of each branch of government and who works in each branch. Each branch of
government must be clearly labeled with a description explaining the purpose of each branch.
2. What are the responsibilities of each branch and where are they located? Each branch of
government must be clearly labeled with a description explaining the purpose of each branch.
3. Governmental responsibilities (i.e. makes laws, interprets laws, etc...) must be explained and
clearly labeled under the correct branch.
4. Government groups (i.e. Congress, Supreme Court, etc.) must be clearly labeled inside the
brochure with a description and placed under the correct branch.
5. The concept of “checks and balances” must be included and labeled with a short description.
How do the three branches work together?
6. Under each branch, list the major figures (President, Speaker of the House, Chief Justice) and
describe what they do.
7. The trip agenda. This is your chance to be a travel agent for the day and plan the student’s
experience in Washington. Tell us who and where you would visit and the purpose for each activity.
You can fit in as many activities in a 7 a.m.-9p.m. block as you would like. Be creative in selecting
where the students will eat lunch and possibly what kind of hands-on activities they might participate in.
Please make sure you create a reference page to cite your information. You will need to use TWO
sources to find your information. These sources can be online, books, documents, etc. – as long as
they are CREDIBLE.
Focus will be on your content, attractiveness and creativity of the brochure, spelling and proofreading
along with obtaining the requested amount of credible sources.
LITERATURE
Some of the greatest and most popular literature is centered on protagonists and their coming of age.
Paying
special
attention
to
this
theme,
read
John
Knowles’
novel
A
Separate
Peace
(ISBN 978-0743253970) and Rudolfo Anaya’s Bless Me, Ultima. (ISBN 978-0446600255).
Write a five-paragraph compare/contrast essay, using MLA formatting, in which you define a “coming of
age” novel and compare and contrast the characters Gene and Antonio, specifically in terms of how
they fit into the definition of coming-of-age novels. Use the following rubric as a guide. Students who
earn between 85-100 points will earn a Summer Enrichment Certificate.
6+1 Trait Writing Model: RUBRIC CATEGORY 20 15 10 5 Introduction (Organization)
The introduction is inviting, states the main topic and previews the structure of the paper.
The introduction clearly states the main topic and previews the structure of the paper, but is not
particularly inviting to the reader.
The introduction states the main topic, but does not adequately preview the structure of the paper nor is
it particularly inviting to the reader.
There is no clear introduction of the main topic or structure of the paper.
Support for Topic (Content)
Relevant, telling, quality details give the reader important information that goes beyond the obvious.
Supporting details and information are relevant, but one key issue or portion of the storyline is
unsupported.
Supporting details/information are relevant, but several key issues/ portions of the storyline are
unsupported.
Supporting details and information are typically unclear or not related to the topic.
Focus on Topic (Content) There is one clear, well-focused topic. Main idea stands out and is supported
by detailed information.
Main idea is clear but the supporting information is general.
Main idea is somewhat clear but there is a need for more supporting information.
The main idea is not clear. There is a seemingly random collection of information.
Grammar & Spelling (Conventions)
Writer makes no errors in grammar or spelling that distracts the reader from the content.
Writer makes 1-2 errors in grammar or spelling that distract the reader from the content.
Writer makes 3-4 errors in grammar or spelling that distract the reader from the content.
Writer makes more than 4 errors in grammar or spelling that distracts the reader from the content.
Conclusion (Organization)
The conclusion is strong/leaves the reader feeling that they understand what the writer is "getting at."
The conclusion is recognizable and ties up almost all the loose ends.
The conclusion is recognizable, but does not tie up several loose ends.
There is no clear conclusion, the paper just ends.
MATH
“Who wants to be a Millionaire?” WebQuest
http://www.personal.psu.edu/faculty/j/x/jxz8/Student_Webquests/Neu_Sel_Yar/Questts/Ourquest
This project is for the computer savvy. Make sure you record all of your work!!
Decide on a car to buy. You must research to make sure you are getting the best deal.
Remember this project can be used to raise your grade. Therefore, you must make your project
exemplary. Make sure you answer all questions completely and thoroughly! Your project should be neat
and organized. Your answers and conclusions should be easy to locate and legible.
PROJECTS MAY BE DISPLAYED DURING THE FALL AND SPRING OPEN HOUSE
Car Loan Assignment
For your birthday your grandparents were very generous and deposited an undisclosed amount of
money into your bank account. Their only request is that you research for the best deal. If you do not
research multiple options, they will not allow you to buy a car. Good luck traveling the road to your new
car.
Use the Auto Traders to pick 3 cars you would like to buy. One being your dream car, a realistically
affordable car, and the third being a car that you may need for your future (family car, truck if you are
going to be doing construction, compact car for great mileage, etc). Record Information about the three
cars: gas mileage, safety, whether used or new, miles on odometer and other important features. Use
the blank columns for other features you think are important.
Research a loan institution to find the best interest rate on 4, 5, and 6 year loans.
1.)
Car Model Current Miles
Safety Rating
Features New or used
Gas mileage (fuel type)
Car 1:
Car 2:
Car 3:
Car Model
Car 1:
Car 2:
Car 3:
Which car has the best qualities? Why?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________________
Finance charge (interest):
Difference between deferred payment price and original loan amount
• Deferred payment price: Monthly payment * number of payment periods
Find the Monthly Payment, deferred payment price, and finance charge.
2.)
Car Model Monthly Payment
(Show work on separate sheet) - Deferred Payment Price - Finance Charge
Car 1:
4 years
5 years
6 years
Car 2:
4 years
5 years
6 years
Car 3:
4 years
5 years
6 years
Respond to the following questions with complete sentences. Which car is the best option? Why?
Which car are you going to buy? Why?
Create a 2-3 minute presentation about the car you chose and why.
Your presentation may be a Professional Poster, PowerPoint Presentation, Magazine style, or
Newspaper ad style. Make sure to include all the information you researched about the car you chose.
You must also include a picture of your car
Remember: You are trying to convince your grandparents to let you buy this car. Use solid evidence to
prove that you have selected the best car
I hope you enjoyed the assignment and use your real life knowledge in the future. By completing this
assignment you have practiced researching and purchasing your first car. It is extremely vital to have
these skills for the future in order to make wise financial and transportation decisions. Continue learning
by considering the following questions:
In addition to this information it is important to consider the cost of insurance? What cars do you think
would have the most expensive insurance rates? Which do you think has a higher rate a Mustang or a
Focus? Also, it is important to think about space. Do you need a lot of room for passengers? There are
many aspects to contemplate when purchasing a car. Can you think of others that have an importance
to you?
RELIGION
Objective: Students will read one of the two books. They will create a project/paper that reflects their
understanding of the material.
Book one: A Story of A Soul Autobiography of St Therese of Lisieux (John Beevers) ISBN 0385029039
Note: this is a Catholic Classic. There are several versions on A Story of A Soul on Amazon. Look at the versions
to see which writing style you will prefer. I have both the Kindle version and the one listed above. The Kindle
version is Illustrated ASIN: B005ELWN9G
Students will read A Story of a Soul. The will write an essay reviewing St Therese's story and
describing St Therese's 'Little Way". The essay will be no less than 3 (full) pages in length. Margins set
at 1", double spaced, 12 pt Ariel font with normal spacing. Include a cover page with title and name.
The work will include an introductory paragraph and a concluding paragraph. All paragraphs will be well
composed of 4-5 sentences each.
Book Two: The Shepherds of Fatima by Manuel Fernando Sousa e Silva
ISBN 0819871214
WRITTEN OPTION 1: Students will read The Shepherds of Fatima. The will write an essay
reviewing/describing the Blessed Mother's apparitions, her message, the events of the apparition, and
experiences of the children. The essay will be no less than 3 (full) pages in length. Margins set at 1",
double spaced, 12 pt Ariel font with normal spacing. Include a cover page with title and name. The work
will include an introductory paragraph and a concluding paragraph. All paragraphs will be well
composed of 4-5 sentences each.
CREATIVE OPTION 2: Students will read The Shepherds of Fatima. They will create an illustrated and
written journal depicting/describing the events as if they were present for the Blessed Mother's
apparitions. The experiences of the children and the events of the apparition as well as the Blessed
Mother's messages will be the included. This journal must be at least 10 pages long and can be
Imaginative and as colorful or creatively developed as the student wishes.
CATEGORY Student Adheres to all requirements (20 pts)
Student Adheres to most requirements (15 pts)
Student fails adhere to most requirements (10 pts)
Student fails to adhere to almost all requirements (5 pts)
FORMAT Paper length is not be less than 3 pages. Format of the paper will be set with 1” margins on
all sides (Body of report starts at the top, not 1⁄2 way down first page), 12 point Ariel font, normal
spacing, non-bolded font, and double spaced. Use a cover sheet to display the title of your paper and
your name and information.
FOREIGN LANGUAGE: French
Objective: Students will read about real-life events of France and French in the early years of the
German occupation, during the WWII. The main objective for students is to understand the
historical context in which the events take place and analyze the characters and the
circumstances under which they develop throughout the story.
Students may read the first novel entitled “Storm in June” or the second “Sweet” and choose one
of the following assignments to work on:
1. Choose one of your favorite characters and analyze it in details as described by the author
in the novel, and then create a brief storyline in which the character you have chosen is
under a different set of circumstances, as France and French weren’t under German
occupation. Must be eight pages minimum.
2. Compare the novel read to another fictional or non-fiction novel you have read about the
World War Two by finding five similarities and five differences between both works.
The description of similarities and differences must be very clear and well organized in
solid paragraphs. Must be eight pages minimum.
3. The novel was written during the German occupation as the events were taking place.
How did the novelist manage to write and to capture the day-to-day realities of
occupation while her own life was threatened? In what ways the novel would have been
different if the author had survived and written the novel after the end of WWII? Explain
your opinion in solid paragraphs in a minimum of seven pages.
Suite Française by Irène Némirovsky
ISBN-10: 1-4000-4473-1
FOREIGN LANGUAGE: Spanish
Read the book indicated by your grade level and compose a thorough book report:
9th graders The Spanish Inquisition: A History by Joseph Perez, Yale University Press 2005.
0300119828
ISBN:
10th graders A history of the Spanish Language by Ralph John Penny. Cambridge University Press
2002. ISBN :0521011841
11th graders Spain: A Unique History by Stanley G. Payne. University of Wisconsin Press 2011. ISBN:
0299250245
12th graders The History of Spain by Peter Pierson, Greenwood Publishing Group Incorporated, 1999.
ISBN: 0313360731
Summary Writing Rubric Must be typed, double spaced, 6-8 pages and include the following:
1. Clear main idea in the first sentence 2. All important details are included 3. Details are in logical
order 4. Ideas are connected to make the writing flow 5. Restate the main idea again as a conclusion
without writing it the same as the first sentence.
SCIENCE: Molecules That Changed the World...
There is so much to our world beyond what we can see with our eyes. Everywhere there is a
microscopic world that has changed altered the course of history. In the last couple of centuries we
have made tremendous strides in our knowledge of that microscopic world around us and it is that
understanding that has changed the way we view the world around us and enabled us to develop the
advanced technologies we see today. For this project you will be researching molecules that have
changed the course of history. You will be to research the historical aspects of this molecule, such as
its discovery and uses, as well as its chemical make-up.
Make a selection from one of the following molecules or groups:
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Clothing
*Silk o Nylon
Ascorbic Acid
Glucose
Cellulose
Nitro Compounds
Nitrobenzene o Picric acid o Trinitrotoluene (TNT)
Phenol
Isoprene
Dyes
Wonder Drugs... o Sulfa o Penicillin
Oleic Acid
Salt (Sodium Chloride)
Chlorocarbon Compounds
Freon
Ammonia
Uranium Hexafloride (UF6)
**If you have another molecule that you would like to use, please e-mail Mrs. Fergusson at
[email protected] for approval**
Each project should be presented in a PowerPoint format, with a minimum of 20 slides, and should
include the following pieces of information. Each report should also include a works cited page at the
end of the PowerPoint presentation, with a minimum of five sources listed.
• Molecule Basics
What is this molecule made out of? What does this molecule look like? What is the purpose of this
molecule?
• How is it created?
What is the specific process that creates this molecule? Is this compound used to create something
else?
• Who discovered it? How did they discover it?
• Historical implications of this molecule
How has this molecule changed the course of history?
Be specific with details, examples and statistics (where applicable).
Be creative when researching this project and have fun discovering the exciting way that molecules are
used today.
Be sure to make your PowerPoint presentation attractive to the eye (i.e. don’t over clutter each slide
with too much text, don’t make the presentation in a color that is difficult to read, include pictures and
graphics). When you turn in this project please include the following rubric for grading
Molecules That Changed the World Teacher Name: Mrs. Fergusson
Student Name: ________________________________________
Minimum grade to receive credit for this summer enrichment project is B- 85%
CATEGORY 4 3 2 1
Organization Content is well organized
Uses headings or bulleted lists to group related material.
Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed.
Content is logically organized for the most part.
There was no clear or logical organizational structure, just lots of facts.
Historical implications of this molecule
Covers topic in-depth with details and examples. Subject knowledge is excellent.
Includes essential knowledge about the topic. Subject knowledge appears to be good.
Includes essential information about the topic but there are 1-2 factual errors.
Content is minimal OR there are several factual errors.
Sources/ Source information collected for all graphics, facts and quotes. All documented in desired
format.
Source information collected for all graphics, facts and quotes. Most documented in desired format.
Source information collected for graphics, facts and quotes, but not documented in desired format.
Very little or no source information was collected.
Attractiveness: Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation.
Makes good use of font, color, graphics, effects, etc. to enhance to presentation.
Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation
content.
Use of font, color, graphics, effects etc. but these often distract from the presentation content.
Mechanics No misspellings or grammatical errors.
Three or fewer misspellings and/or mechanical errors.
Four misspellings and/or grammatical errors.
More than 4 errors in spelling or grammar.
Requirements All requirements are met and exceeded.
All requirements are met. One requirement was not completely met.
More than one requirement was not completely met.
MUSIC
Core or Elective Related Project: Music, choir.
Objective: “Harmony Day Camp” June 22, 2013, Davison, Michigan
Students who attend this day camp and the subsequent show held at Davison High School will learn
the following: proper singing posture, proper breath support, correct tonal production, and how to blend
and balance with the choir when singing.
Requirements: Student must register, attend all day, and perform in the evening show. (Consideration
will be made for those who cannot stay for the show.)
PHYSICAL EDUCATION
Students must run/walk in three 5K events over the summer. Four things must be submitted to receive
credit:
1. Bib number
2. Registration receipt
3. Results
4. A one page reflection paper, describe how you prepared for the race, your experience throughout
the race, and information about one of the charities that the race benefited.