Table of Contents
This Packet is for AP Classes. Please read the pages below to
find your class assignments.
Subject
AP Chemistry
AP European History
AP French
AP English Literature
AP Spanish
AP World
AP Biology
Pages
1 – 11
12 – 16
17 - 23
24 - 25
26 - 26
27 - 32
33 - 64
AP Chemistry Pages 1-11
Name: _________________________________________
Name:
Next to 25 of these compounds, write the chemical formula of the compound
1. ammonium sulfide
26. nickel(II) iodide
2. sodium nitrate
27. mercurous oxide
3. cupric bromide
28. lead(II) chlorite
4. aluminum sulfate
29. hydrogen iodide
5. potassium nitrate
30. iron(II) bisulfite
6. ferrous carbonate
31. magnesium nitrate
7. lead(II) phosphate
32. iron(III) chromate
8. diphosphorus pentoxide
33. iron(II) chromate
9. cupric hydroxide
34. copper(II) hydroxide
10. calcium fluoride
35. cuprous carbonate
11. nickel(II) nitrate
36. chromic acetate
12. silver cyanide
37. calcium chlorate
13. ammonium sulfite
38. ammonium oxide
14. zinc sulfate
39. aluminum perchlorate
15. tin(II) chloride
40. zinc bicarbonate
16. antimony(III) chloride
41. sodium phosphate
17. silver sulfide
42. silver hypochlorite
18. magnesium hydroxide
43. ammonium phosphate
19. ammonium carbonate
44. ferrous chlorite
20. nickel(II) acetate
45. potassium sulfide
21. sodium chromate
46. tin(IV) bromide
22. chromic bisulfate
47. lithium chromate
AP Chemistry Pages 2-11
Name: _________________________________________
23. potassium permanganate
48. magnesium bisulfate
24. silver perchlorate
49. ferrous phosphate
25. potassium phosphate
50. calcium sulfate dihydrate
Acid Nomenclature Worksheet
Name ______________________________________
Write the formula for each of the acids listed below:
1. Nitric acid
2. Chloric acid
3. Acetic acid
4. Hydrobromic acid
5. Sulfurous acid
6. Chlorous acid
7. Hydrochloric acid
8. Phosphoric acid
9. Nitrous acid
10. Hydrofluoric acid
11. Perchloric acid
12. Hydroiodic acid
13. Phosphorous acid
14. Carbonic acid
15. Sulfuric acid
Name each of the following acids:
AP Chemistry Pages 3-11
Name: _________________________________________
16. HClO 4
17. H 3 PO 4
18. HCl
(aq)
19. H 2 SO 4
20. HNO 2
21. HI (aq)
22. HC 2 H 3 O 2
23. HF
(aq)
24. H 3 PO 3
25. HClO 3
26. H 2 CO 3
27. H 2 SO 3
28. HClO 2
29. HNO 3
30. HBr
(aq)
AP Chemistry Pages 4-11
Name: _________________________________________
Know these polyatomic ions
Common Polyatomic Ions
ordered according to charge and ion family
+1 CHARGE
ion
name
-1 CHARGE
ion
-2 CHARGE
name
ion
-3 CHARGE
name
ion
name
NH ammoni
H2PO3+
um
4
hydroge
dihydroge
2
PO33
HPO3 n
phosphite
n
phosphit
phosphite
e
H3
O+
hydroge
dihydroge
2
PO43
HPO4 n
n
phosphate
phospha phosphate
te
hydroni
H2PO4um
Hg2 mercury
hydrogen
carbonat PO23 hypophosp
HCO3CO32(I)
carbonate
e
hite
2+
HSO3-
hydrogen
SO32sulfite
sulfite
HSO4-
hydrogen
SO42sulfate
sulfate
NO2-
nitrite
S2O32-
NO3-
nitrate
SiO32- silicate
OH-
hydroxide C22-
3
thiosulfa
te
carbide
C2O42- oxalate
CrO2-
chromite
CrO42-
CN-
cyanide
Cr2O72 dichrom
ate
CNO-
cyanate
6
2-
chromat
e
tartrate
CNS-
thiocyanat MoO42 molybda
e
te
O2-
superoxide O22-
peroxide
MnO4-
permanga
S22nate
disulfide
3-
AsO
4
CH3CO
acetate
O-
C4H4O
AsO
3-
arsenite
arsenate
-4 CHARGE
ion
name
P2O7
4-
pyrophosp
hate
AP Chemistry Pages 5-11
Name: _________________________________________
hypochlori
te
ClOClO2-
chlorite
-
chlorate
ClO3
ClO4-
perchlorat
e
BrO-
hypobromi
te
BrO2-
bromite
-
bromate
BrO3
BrO4-
perbromat
e
IO-
hypoiodite
IO2-
iodite
IO3
-
iodate
IO4
-
AlO2
N3
-
periodate
-
aluminate
azide
1. If 10.4 mols of hydrogen, H2, and 9.1 mols of oxygen, O2, are placed together in a
container and allowed to react according to the equation above, which one, if any, is in
excess and by how much? Also, how many moles of water, H2O, would be produced by
the reaction?
2 H2 + O2 → 2 H2O
a. Ecess reactant is
b. Limiting reactant is
c. Amount of Excess reactant left over
d. Amount of limiting reactant left over
e. Amount of product made
2. Consider the reaction: 2 Al + 3 S → Al2S3
__________________
__________________
__________________
__________________
__________________
If 83.7 grams of aluminum, Al, and 195.2 grams of sulfur, S, are put into a container and
allowed to react according to the above equation, which substance(s) and how many
grams of each would be present in the container after the reaction is complete?
a.
b.
c.
d.
e.
Excess reactant is
Limiting reactant is
Amount of Excess reactant left over
Amount of limiting reactant left over
Amount of product made
__________________
__________________
__________________
__________________
__________________
f.
AP Chemistry Pages 6-11
Name: _________________________________________
f.
3. Consider the reaction:
2 VO + 3 Fe 2 O 3 → 6 FeO + V 2 O 5
If 609.5 grams of vanadium (II) oxide, VO, and 832 grams of iron(III) oxide, Fe 2 O 3 , are
put into a container and allowed to react according to the equation above, which
substance(s) and how many grams of each would be present in the container after the
reaction is complete?
a.
b.
c.
d.
e.
Excess reactant is
Limiting reactant is
Amount of Excess reactant left over
Amount of limiting reactant left over
Amount of product made
__________________
__________________
__________________
__________________
__________________
4. Methyl alcohol (wood alcohol), CH3OH, is produced via the reaction
CO(g) + 2 H2(g)  CH3OH(l)
A mixture of 1.20 g H2(g) and 7.45 g CO(g) are allowed to react.
(a) Which reagent is the limiting reagent?
(b) What is the yield of CH3OH? [Assume theoretical yield in g is what is wanted here.]
(c) How much of the reagent present in excess is left over?
(d) Suppose the actual yield is 7.52 g of CH3OH. What is the % yield?
Practice Problems
1. What is the molarity of a solution that contains 4.0 moles of KCl in 100 L of water?
2. What is the molarity of a solution that contains 3.5 moles of Ca(OH) 2 in 23 L of
water?
3. What is the molarity of a solution that contains 0.82 moles of Cu(NO 3 ) 2 in 25 mL?
4. What is the molarity of a solution that contains 64 grams of KCl in 60 L of water?
5. What is the molarity of a solution that contains 64 grams of Ca(OH) 2 in 60 L of
water?
6. What is the molarity of a solution that contains 85 g of Cu(NO 3 ) 2 in 3000.0 mL
7. How many grams are needed prepare 10.0 L of a 0.025 M solution of KCl?
8. How many grams are needed to prepare 125 L of a 0.050 M solution of Ca(OH) 2 ?
9. How many grams are needed to prepare 5.5 L of a 0.10 M solution of Cu(NO 3 ) 2 ?
10. What volume is necessary to dissolve 0.75 mole of KCl to make a 0.050 M solution?
11. What volume is necessary to dissolve 225.0 g of Ca(OH) 2 to make a 0.10 M
solution?
AP Chemistry Pages 7-11
Name: _________________________________________
1. Calcium hydroxide (“slaked lime”) and sulfuric acid react to produce calcium sulfate and water
according to the following balanced equation:
Ca(OH) 2 (aq) + H 2 SO 4 (aq)  CaSO 4 (s) + 2 H 2 O(l)
a. How many liters of 0.5 M calcium hydroxide do you need in order to have 5.5 moles of
calcium hydroxide?
b. Find the number of moles of sulfuric acid needed to react with 5.5 moles of calcium
hydroxide.
c. If the sulfuric acid has a concentration of 0.82 M, how many liters of it are needed to
react with 5.5 moles of calcium hydroxide?
2. Calcium carbonate (“limestone”) reacts with hydrochloric acid according to the following
balanced equation:
CaCO 3 (aq) + 2 HCl(aq)  CO 2 (g) + CaCl 2 (aq) + H 2 O(l)
a. What mass of calcium carbonate is needed to make 1.2 liters of a 1.7 M calcium
carbonate solution?
b. What volume of 3.0 M hydrochloric acid is needed to completely react with the amount
of calcium carbonate in Part 2a above?
c. Based on Parts 2a and 2b above, how many moles of water would be produced?
3. Ammonium chloride and calcium hydroxide react according to the following balanced
equation:
2 NH 4 Cl(aq) + Ca(OH) 2 (aq)  CaCl 2 (aq) + 2 NH 3 (g) + 2 H 2 O(l)
a. What mass of ammonium chloride is needed to make 1.0 liter of a 2.0 M ammonium
chloride solution?
b. What mass of calcium hydroxide is needed to make 2.0 liters of a 2.0 M calcium
hydroxide solution?
c. How many grams of calcium chloride will be made when 1.0 liter of a 1.0 M calcium
hydroxide solution react with excess ammonium chloride?
AP Chemistry Pages 8-11
Name: _________________________________________
4. Zinc and hydrochloric acid react according to the following balanced equation:
Zn(s) + 2 HCl(aq)  ZnCl 2 (aq) + H 2 (g)
a. What volume of 0.1 M hydrochloric acid will react with 26 grams of zinc?
b. What mass of zinc will react with 2.0 liters of 0.25 M hydrochloric acid?
c. How many liters of hydrogen will you make (at STP) if you react 2.74 L of 0.45 M
hydrochloric acid with excess zinc?
Chemistry: The Ideal Gas Law 4, density
1. What will be the pressure (in atm) exerted by Xenon gas (density of 5.88 g/L) at
298 K?
2. What will be the pressure (in atm) for methane gas at 450 K if it has a density of
2.34 g/L.
3. A gas with a density of 4.00 g/L is held in a 2.00 L container. If the maximum
pressure the container can hold is 303 kPa, and the molar mass of the gas is
103.54 g/mol, what is the maximum temperature the container can withstand?
4. Calculate the density of NO 2 at STP.
5. What is the density of H 2 O at 373 K and 0.50 atm?
6. A 2.5 L container of Chlorine gas has a pressure of 3.0 atm at 273 K. How many
grams of chlorine gas are contained?
Chemistry: The Ideal Gas Law 2
1. Calculate the pressure, in atmospheres, exerted by the following: 2.50 L of HF
containing 1.35 mol at 320 K
2. Calculate the volume, in liters, occupied by the following: 2.00 mol of H 2 at 300 K and
1.25 atm
3. Determine the number of moles of gas contained in the following. 1.25 L at 250. K
and 1.06 atm
4. How many moles of SO 2 gas are contained in a 4.0 L container at 450 K and 5.0 kPa?
5. What will the pressure be in psi, if 0.10 moles of gas are contained in a 300. mL
container at 20.0° C?
6. What size container should be used to hold 3.00 moles of Nitrogen gas at a pressure
of 665 mmHg and 10° C?
7. How many 10 L containers will be needed to store 60.0 moles of Helium at 50 atm
and 25° C?
AP Chemistry Pages 9-11
Name: _________________________________________
Chemistry: Atomic Number and Mass
Number
Complete the following chart and answer the questions below.
Element
Atomic
Number of
Number of
Name
Number
Protons
Neutrons
carbon
Mass Number
12
8
8
hydrogen
1
6
hydrogen
14
2
nitrogen
14
1
92
2
146
cesium
82
11
12
47
tungsten
108
110
45
24
80
52
89
silver
152
107
76
114
AP Chemistry Pages 10-11
Name: _________________________________________
How are the atomic number and the number of protons related to each other?
Electron Configuration Practice Worksheet
In the space below, write the unabbreviated electron configurations of the following
elements:
1)
sodium ________________________________________________
2)
iron
________________________________________________
3)
bromine
________________________________________________
4)
barium
________________________________________________
5)
neptunium
________________________________________________
In the space below, write the abbreviated electron configurations of the following
elements:
6)
cobalt
________________________________________________
7)
silver
________________________________________________
8)
tellurium
________________________________________________
9)
radium ________________________________________________
10)
lawrencium
________________________________________________
Determine what elements are denoted by the following electron configurations:
11)
1s22s22p63s23p4 ____________________
12)
1s22s22p63s23p64s23d104p65s1 ____________________
AP Chemistry Pages 11-11
Name: _________________________________________
13)
[Kr] 5s24d105p3 ____________________
14)
[Xe] 6s24f145d6 ____________________
15)
[Rn] 7s25f11 ____________________
Determine which of the following electron configurations are not valid:
16)
1s22s22p63s23p64s24d104p5 ____________________
17)
1s22s22p63s33d5 ____________________
18)
[Ra] 7s25f8 ____________________
19)
[Kr] 5s24d105p5 ____________________
Word Equation Translation Practice
1. Solid calcium reacts with solid sulfur to produce solid calcium sulfide
a. Identify the reactants and write them down with a + sign between them and
a “yields” arrow after
b. Identify the products and writhe them down to left of arrow
c. Translate words to formulas
d. Balance the equation
e. Add all additional symbols possible to indicate RXN conditions
2. Hydrogen gas reacts with fluorine gas to produce hydrogen fluoride gas
3. Solid sodium oxide is added to water at room temperature and forms aqueous
sodium hydroxide
4. Solid aluminum metal reacts with aqueous zinc chloride to produce solid zinc
metal and aqueous aluminum chloride.
AP European History Pages 12-16
Advanced Placement European History: Mrs. Matyskiel
SUMMER Reading Assignments
WELCOME to A. P. European History!!!! So that you have time to digest
some history on your own time and at your own speed, there IS summer
reading with accompanying study guides. These will be your first 3 grades
in the course. Please purchase (you should be able to write in the book!!)
or check-out the following books and make sure you get the accompanying
study guides from your United States History teacher, A. P. Boot Camp, or
the school website:
The Scarlett Pimpernel, Baroness Emma Orczy
Candide, Voltaire
Brunelleschi's Dome, Ross King
You will submit your work to Turnitin.com .
Class#/Name:
3991174/A.P. European History
Password:
ilovehistory
The due date is August 25, 2011. Also expected: All students should have
a working knowledge of modern European geography. If there are any
questions please contact me at [email protected].
PLEASE do NOT wait until the week before school to start these
assignments! Get it done NOW as you know how quickly summer passes!
Mrs. Matyskiel
AP European History Pages 13-16
Brunelleschi's Dome by Ross King
A. P. European History
Study Guide
DEFINE the following art terms:
1.
2.
3.
4.
5.
6.
7.
cupola
fresco
campinale
baptistery
Gothic
buttress/ flying buttress
vault
QUESTIONS:
8. Draw a Gothic Cathedral (or cross-section) – this can be handed to me!
9. What is the translation of "Santa Maria del Fiore?"
10. Describe Brunelleschi physically and his character.
11. Define perspective. Who develops/invents perspective? Name the 14th century
painter associated with the use of perspective.
12. What was the function of "plumbers?" Their fate?
13. What is quicklime? Its function?
14. Why did Brunelleschi use the "herringbone method" of laying bricks?
15. Explain the relationship between the dome and Dante's Divine Comedy.
16. Describe Lucca with regard to Italian politics. What was the purpose of
Brunelleschi's new invention?
17. When and why was Brunelleschi arrested?
18. Who was Buggiano? Explain Florentine law regarding adolescents.
19. Discuss Brunelleschi's relationship with Lorenzo Ghiberti. What was Ghiberti's
reputation?
20. How does this book tie in with our history course?
AP European History Pages 14-16
Candide
Study Guide
Please answer the following questions completely.
1. Why is the 18th century called the "century of Voltaire?"
2. Identify the following places/characters AND how each functions in
the book:
A. Westphalia
B. Cunegonde
C. Pangloss
D. Anabaptist
E. Old Woman
F. Cacambo
G. Oreillons
H. Eldorado
I. Martin
3. Voltaire ranks as one of literature's greatest satirists.
A. Define satire.
B. Give three (3) examples of satire in the book:
1.
2.
3.
4. Cite evidence to support that Voltaire's attack on religion was not
limited to Christianity.
5. Define irony. What is ironic in Voltaire's account of the Inquisition?
AP European History Pages 15-16
6. What does Voltaire mean (central to the understanding of the novella)
when he says that "All is for the best . . . in the best of all possible
worlds?"
7. Define picaresque novel.
8. In a well-organized essay, discuss this quotation: "We must all cultivate
our gardens." HOW does this give resolution to the novel? What does
this mean?
AP European History Pages 16-16
AP French Pages 17-23
Advanced Placement French
Required Summer Reading/Assignments (p. 1 of 7)
Rationale for Summer Assignments
Park Vista students enrolled in Advanced Placement French are required to complete
the summer assignment prior to the start of class in August. The assignments integrate
the use of technology while maintaining the integrity of language acquisition through
real-life experiences. Summer assignments have been selected to continue the
development of more advanced communication skills in listening, speaking, reading, and
writing. These areas tested on the AP French Language Exam.
General Directions
Read the assignment descriptions carefully. Each assignment has two required
activities. You may use dictionaries, grammar books, etc. Local libraries and community
centers are excellent resources. You may enjoy watching videos or television programs
with other students and discussing the activities and your opinions. If so, be sure that
your work is still yours, not the other students’.
Required Summer Assignments
1. Speaking- For “Parler en français” you will to read the attached assignment and
record yourself speaking. You may use an audio tape, CD, or MP3 file to turn in your
assignment. Be certain to maintain a backup copy of your work because you are
responsible for any electronic submissions.
1. Listening and Writing- For “Écouter et écrire en français” you will need to read
the attached assignment and watch and listen to a French movie. Summarize the
content by responding to the prompt. This assignment reinforces advance listening
and writing skills.
1. Writing/grammar- For “Écrire en français” you will need to read the attached
assignment and write to reinforce advance grammar structures in the target
language. Respond to the prompt provided in a well-developed handwritten
composition with an introduction, body, and closing, noting examples and personal
experiences.
1. Reading- For “Lire en français” you will need to have access the Internet. Visit
http://www.lextutor.ca/bouledesuif/ or http://maupassant.free.fr/textes/suif.html
Read the short story Boul de Suif (Guy de Maupassant) After reading the short
story, write a summary. Submit your assignment with the other components in August.
There will be a short quiz on the reading during the first week of school.
AP French Pages 18-23
Advanced Placement French
Required Summer Reading/Assignments (p. 2 of 7)
Success on the AP French Exam
The AP French Language Exam is a 3-hour exam testing your abilities and proficiency in French.
You are “on stage” in French for 3 hours integrating all four of your skills in listening, speaking,
reading and writing. The exam assumes and demands critical, integrated expression in French.
You must maintain your focus during these 3 hours. The AP French Exam IS REQUIRED for all
students enrolled in the class.
In addition to the reading and writing on the AP French Language exam, you will be asked to
orally answer two sets of questions based on pictures. For each set, you will have 1 minute and
30 seconds to look at the picture or pictures and to read and think about the questions. The
questions are both recorded and written in your speaking insert. You will have 60 seconds to
answer each question. One set of pictures is a comparison/contrast. You must show a high level
of analysis, synthesis and evaluation in this presentation to receive a 4 or 5.
The AP French Language class is an intense, demanding course if you want a 3, 4 or 5 on the AP
test. Our goal is for you to obtain a 3or above on the exam. If you have questions, contact your
AP French teacher at your school and visit the website at:
http://www.collegeboard.com/student/testing/ap/about.html.
Ready to step up to the challenge? 
If you are taking the AP French class, here are some recommendations for the summer and
during the school year to help prepare you.
1. Everyday, pick up a French publication and read some of it. Some possible choices include
People Magazine en Français, Reader’s Digest en Français or other such publications.
These are available at local book stores/magazine shops. Car magazines, fashion
magazines, etc. are all fine. Just do some reading and come in contact with French
publications. An excellent source with audio CD is Barron’s How to Prepare for the AP
Advanced Placement Exam French, 2nd. Edition, by Laila Amiry.
2. You can also go on the Internet and read articles in French, such as on-line
newspapers, magazines, etc. Many search engines are available in French. If you click
on or type “video” at www.Yahoo.com or www.Google.com, you can find videos in
French that will help with visual, audio and gestures in French.
3. Have some daily contact with French programming on television or video. Videos and DVDs
are excellent resources, too, for listening to French. While watching your favorite DVD this
summer, select to hear or watch your DVD in the French language. Just watch the program
and jot down some words or things you don’t understand or want to learn, and then let the
rest flow over you….. or….. Tape a show, then pick a 3-5 minute segment and keep
rewinding it, working with it until you get most of what is going on. You might like working with
music videos or commercials when you do this at first. Try to enjoy this, and work with a
partner. You will be surprised at how much you know already!
4. The speakers on many of these videos speak much more quickly than on the AP French
Exam. Don’t become discouraged. The most important thing is maintaining your motivation,
fine-tuning your listening skills, and maintaining your 90+ average next year en Français. If
you are lucky enough to have TV5 cable from France, you will be especially inspired to watch
TV in French.
5. Seek out opportunities to listen or communicate in French. Perhaps you have a family friend
who speaks French, or would like to learn; teaching someone is one of the best ways to
learn!
6. Listen to French music. Visit local music shops or download songs from the internet. You
may even want to consider podcasts available in French. There are some designed to teach
French as well as some for entertainment.
AP French Pages 19-23
Advanced Placement French
Required Summer Reading/Assignments (p. 3 of 7)
Summer AP French Language Preparation Activity
Parler en français (Speaking in French)
Trouvez trois images ou trois séries d’images qui montrent beaucoup d’activité (les
bandes dessinés marchent bien). Examinez et prenez des notes des détailles.
Puis, enregistrez votre voix, faisant une histoire pour chaque image ou séries
d’images. Vous ne pouvez pas parlez plus d’une ou 2 minutes. N’arrêtez pas
pendant l’enregistrement ! Rendez les images au professeur avec l’enregistrement.
Find a picture or a series of three pictures with many activities (comic strips work
well). Examine the picture(s) for specific details. Take notes. Then record yourself,
creating a story for the picture or picture sequences. You may speak for 1 to 2
minutes only. Do not stop the tape recorder during the taping! Turn in the pictures
or picture series along with the recordings.
AP French Pages 20-23
Advanced Placement French
Required Summer Reading/Assignments (p. 4 of 7)
Summer AP French Language Preparation Activity
Écouter et écrire en français (Listening and writing in French)
Louez le film, “Jean de Florette.” Regardez le film deux fois sans sous-titres. Puis,
écrivez un paragraphe dans lequel vous faites un résumé d’une demi-page du film,
et puis donnez votre opinion personnelle avec des épreuves personnelles que vous
avez eues dans votre vie. Si vous préférez un autre film, vous avez le choix, mais ça
doit être un film français ; pas un film américain doublé !
Rent the movie Jean de Florette. Watch it two times without English subtitles. Then
write a ½-page synopsis of the movie adding some personal experiences you have
had in your life that are similar to the circumstances in the film. Finally, give your
personal reaction to the film. If you prefer another film, you may choose one; but it
must be a French movie; not an American movie that is dubbed!
AP French Pages 21-23
Advanced Placement French
Required Summer Reading/Assignments (p. 5 of 7)
Summer AP French Language Preparation Activity
Écrire en français (Writing in French)
Un proverbe français dit: <<Les voyages forment la jeunesse.>> Selon vous, quel
rôle est-ce que les voyages peuvent jouer dans le développement des jeunes de
votre âge?
A French proverb says, "Traveling forms youth." According to you, what role can
travel play in the formation of young people of your age. Respond to the prompt in a
well-developed handwritten composition with an introduction, body, and closing,
noting examples and personal experiences.
AP French Pages 22-23
Advanced Placement French
Required Summer Reading/Assignments (p. 6 of 7)
Summer AP French Language Preparation Activity
“Lire en français” (Reading in French)
Lisez l’histoire Boule de suif, par Guy de Maupassant. Vous pouvez le trouver sur
l’internet, ou si vous préférez l’acheter dans un livre…mais soyez sur que c’est en
français ! Ecrivez une résumé de l’histoire, et donnez votre propre opinion.
Read the short story Boule de suif by Guy de Maupassant. You can find it on the
internet (sites are included in the opening instructions) or if you prefer to buy a book
with the text in it…be sure that you are reading it in French! Write a summary giving
your personal opinion of the piece.
AP French Pages 23-23
Advanced Placement French
Required Summer Reading/Assignments (p. 7 of 7)
Resources
Grammar Practice
An AP French student should be familiar with all tenses. It is a good idea to review
grammar taught at earlier levels. Go to http://www.classzone.com. There are several
levels and activities from which to choose. The following website may be helpful to
practice grammar as well as vocabulary.
These sites are also good for general grammar practice.
www.quia.com
http://french.about.com/
www.apcentral.collegeboard.com
Other Helpful Websites
These are widely accessible. In some cases, they provide direct links to television,
radio, and newspapers from many locations throughout the French-speaking world.
www.Elle.fr; www.parismatch.com
www.journalfrançaishttp://newspaper-world.com/language/French.asp
www.lemonde.fr
www.lefigaro.fr
http://www.comfm.com/radio/
www.Franc-Amérique.com
www.lepetitjournal.com
www.France24.fr
These sites offer great support for writing in French. Rules for punctuation,
capitalization, etc. are included here along with helpful vocabulary lists.
http://www.nvcc.edu/home/lfranklin/lettres/
http://french.about.com/
http://www.bbc.co.uk/languages/french/
AP English Literature Pages 24-25
Annotating a Text
From How to Read a Book (Mortimer Adler & Charles Van Doren)
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•
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If you have the habit of asking a book questions as you read, you are a better reader than if you do not.
But . . . merely asking questions is not enough. You have to try to answer them. And although that could be
done, theoretically, in your mind only, it is easier to do it with a pencil in your hand. The pencil then becomes
the sign of your alertness while you read.
When you buy a book, you establish a property right in it, just as you do in clothes or furniture when
you buy and pay for them. But the act of purchase is actually only the prelude to possession in the case of a
book. Full ownership of a book only comes when you have made it a part of yourself, and the best way to make
yourself a part of it -- which comes to the same thing -- is by writing in it. Why is marking a book indispensable
to reading it?
First, it keeps you awake -- not merely conscious, but wide awake.
Second, reading, if it is active, is thinking, and thinking tends to express itself in words, spoken or written. The
person who says he knows what he thinks but cannot express it usually does not know what he thinks.
Third, writing your reactions down helps you to remember the thoughts of the author.
For this course and for these reasons among others, you will be asked to annotate everything that we will be reading.
Note for next year: Reading assignments should be read and annotated before class. It is perfectly okay to add to your
markings, in fact I encourage you to do so, while we discuss in class or after you finish the book and are working on an
essay, but the bulk of the job should be done in conjunction with your reading for class preparation. Also, if you find
annotating while you read to be annoying and awkward, do it after you read. Go back after a chapter or assignment and
then mark it carefully. You should be reading assignments twice anyway, so this is not any less efficient than marking as
you read and then rereading the material. In addition, books will be scanned to see how well students are annotating.
For the sake of standardization of annotating for class and for grading purposes, your book notes should follow this format:
Inside Front Cover: Character list with small space for character summary and for page references for key scenes,
moments of character development, etc.
Inside Back Cover: Themes, allusions, images, motifs, key scenes, plot line, epiphanies, etc. List and add page references
and/or notes as you read.
Bottom and Side Page Margins: Interpretive notes, questions, and/or remarks that refer to meaning of the page or the
underlined or highlighted word or passage. Markings or notes to tie in with information on the inside back cover.
Top Margins: Plot notes -- a quick few words or phrases, which summarize what happens here (useful for quick location
of passages in discussion and for writing assignments).
Additional Markings:
Underlining or highlighting: done while or after reading to help locate passages for discussion, essays, or questions. Never
underline or highlight without a reference or as to why this is important or significant.
Brackets: done while or after reading to highlight key speeches, and descriptions that are too long to underline easily.
Marking and Note taking tips (optional):
⇒ Use one color ink to do initial marking while reading; then go back with another color or colors to mark more
thoroughly once you have finished a larger section, have had time to think about it and are able to see development
of images, etc. more clearly.
⇒ At chapter or section ends, stop to index page numbers on your front cover list of character information and traits
as well as on your back cover list of themes, images, allusions, etc.
⇒ Do underlining as you read and side margin notes as you finish a page or two.
⇒ Add to side margin notes during class discussion also.
Grading:
Since everyone's notes will be similar in format, yet somewhat different in content, book grades will be based on
thoroughness, clarity, neatness, and apparent effort. I use the phrase "apparent effort" because I will obviously not read all
the notes on every page of your books.
AP English Literature Pages 25-25
2011 Summer Reading—AP English Literature and Composition
In just a few more months, school is out for summer. That means it is a time for celebration,
relaxation, and reading. That is right reading. Admit it. You like to read, or you would not have registered
for Advanced Placement English Literature and Composition. If this is not so, you may seriously want to
reconsider taking this course. This is simply to remind you that summer has its distractions, and it has a
way of ending way too soon. In order to keep up with the assigned reading, it is essential that you pace
yourself; otherwise, you will end up hating the reading and me for assigning it.
Your summer assignment has two parts. First, read How to Read Literature like a Professor by
Thomas C. Foster. Start the first week of vacation and plan for about two weeks of reading to complete
the book. Read daily about twenty to thirty pages, and read alertly, curiously, and critically. Read with a
highlighter and pen. Mark up your book with notes and ideas and discoveries. A working knowledge of the
ideas in this book will almost guarantee you success in the course and on the AP exam next May. This
book is full of insight and information about the study of literature that is crucial to success in the class. Do
not worry if you do not know some of the books that are referenced, but focus on the ideas about literary
analysis that he explicates.
Then, read The Big Sleep by Raymond Chandler in a likewise manner. Read it like a
“professor,” with highlighter and pen in hand. In addition to the symbols and codes gleaned from the
Foster book, also identify important and significant passages, shifts in tone, inventive and effective stylistic
techniques, and anything else that you find interesting and important to what the book is about. This will
take time, and you will not be able to speed-read with any insightful analysis or interpretation. Also, your
copy of this book will be collected on the first day, and, yes, you will receive a grade for your annotation of
the book. Be sure to carefully read the Annotating a Text handout as a prelude to reading The Big Sleep.
I will not be collecting the Foster book.
Now, do not procrastinate or the end of your summer will be dreadful because it is Literature and
Composition. There is a written assignment that will be due on the first day of class. It goes like this:
Write a two-page paper (typed, double-spaced, font size 12 Times New Roman) that
answers the following questions: First, what does the story signify? What
observation is the author making about life, society, existence, etc.? Second, how
does it signify? What literary elements or techniques does the author use to express
this theme? You must discuss at least two interpretive strategies from the Foster
book in your response.
Carefully reread Chapter 27, “A Test Case,” in the Foster book before you begin writing your
paper. Remember, theme is meaning, and meaning is not plot summary (what happens), but the statement
the author is making about life. Your paper should only be your thoughts and ideas. Afterward, feel free to
investigate the library, bookstore, or Internet to see what others think.
If you want to broaden your experience more with the noir detective genre, watch a few films with
similar tone and mood. There is a movie of the same title by Howard Hawks that is interesting to compare
with the novel. Also, two excellent movies along the same vein as The Big Sleep are L.A Confidential and
The Maltese Falcon.
This short paper, along with your annotated copy of the book, will comprise a significant portion
of your grade for the first marking period. This assignment is also very representative of the kind of reading
and writing you will be doing in class next year. More importantly, these books will be the foundation of
our first discussions on literary theory and your interpretations of literature.
The Big Sleep and How to Read Literature like a Professor are available on-line within a couple
of days and are also easily obtainable at local bookstores. If you use a library edition, the annotations must
by typed and referenced to edition, chapter, and page number.
If you have any questions about the assignment or AP Literature and Composition, please see me
in 5-213 or send an email to [email protected].
Have a wonderful summer,
Mr. Lott
AP Spanish Pages 26-26
Advanced Placement Spanish Language
Summer assignments
¡Bienvenidos a la clase de Español Avanzado!
The purpose of the summer assignment is to help you improve and strengthen your knowledge of
Spanish vocabulary and grammar as well as your reading and writing skills.
All students must complete the following activities:
I. Accents marks packet. All activities must be completed by the first week of school.
II. Tense and moods worksheets. All activities must be completed by the first week of school.
Please do not hesitate to contact me if you have any questions. I may be reached
at [email protected]. I will be in town most of the summer. The Guidance dept. has
extra copies of the assignment guide and packets.
DO NOT LEAVE IT TO THE LAST MINUTE!
Have a safe and enjoyable summer!
Sra. Dague
AP World Pages 27-32
All But My Life
by Gerda Weissmann Klein
Study Guide
Background: On September 1, 1939, World War II began with the German invasion of Poland. All But My
Life is a memoir of which HBO based their Academy Award winning documentary, One Survivor Remembers.
Explanation of the Photo (above): The Memorial to the Murdered Jews of Europe also known as the
Holocaust Memorial (German: Holocaust-Mahnmal), is a memorial in Berlin to the Jewish victims and other victims of
the Holocaust, designed by architect Peter Eisenman and engineer Buro Happold. It consists of a 19,000 square meter
(4.7 acre) site covered with 2,711 concrete slabs or “stelae”, one for each page of the Talmud arranged in a grid
pattern on a sloping field. The stelae are 2.38m (7.8’) long, 0.95m (3’ 1.5”) wide and vary in height from 0.2 m to 4.8m
(8” to 15’9”). According to Eisenman’s project text, the stelae are designed to produce an uneasy, confusing
atmosphere, and the whole sculpture aims to represent a supposedly ordered system that has lost touch with human
reason. A 2005 copy of the Foundation for the Memorial’s official English tourist pamphlet, however, states that the
design represents a radical approach to the traditional concept of a memorial, partly because Eisenman did not use
any symbolism. An attached underground “Place of Information” holds the names of all known Jewish Holocaust
victims, obtained from the Israeli museum Yad Vashem.
Building began on April 1, 2003 and was finished on December 15, 2004. It was inaugurated on May 10,
2005, sixty years after the end of World War II, and opened to the public on May 12 of the same year. It is located one
block south of the Brandenburg Gate, in the Friedrichstadt neighborhood. The cost of construction was approximately
€25 million. (Wikipedia)
An aerial view.
QUESTIONS
1. What motivations kept the Weissmanns from fleeting Poland before the Nazi invasion, as Uncle Leo suggested they
should do? Why did the Weissmanns continue to hope that everything would be all right? Later, Aunt Anna
urges the Weissmanns to accompany her into the Gouvernement. Why do they refuse to go? Was their
decision justified?
2. Gerda couldn't understand why her neighbors made a Nazi flag to hang from the Weissmanns' house. What do you
think their motivations were? Might this action have helped the Weissmanns?
AP World Pages 28-32
3. How does Gerda's vision of her parents change during the course of the book? What words would you use to
describe her feelings about them when she is a young girl at the beginning of the war; at the end of the war,
after their deaths; and as an older woman, a mother herself, looking back over the years?
4. What role does religion play in the lives of the Weissmann family? How do Gerda's religious beliefs evolve over the
course of the book? Why, during the final march through Czechoslovakia, does Gerda stop praying?
5. Reflecting upon the horrible scene in which families were separated and thrown into trucks, Gerda wonders, "Why?
Why did we walk like meek sheep to the slaughterhouse? Why did we not fight back?" (p. 89) What answer
does she give? Does that answer seem sufficient to you? What other reasons might you give?
6. Frau Kugler "appeared grim and forbidding," but "her harsh appearance turned out to conceal a kind heart" (p.
114). What lesson does Gerda learn about the difference between appearance and reality? What other
characters in her story present a deceptive exterior? A terrible situation like war can bring out the worst in
human beings but also reveal the best as well. What extraordinary examples of human beings are provided
in the book?
7. Could Gerda and her fellow prisoners be described as slaves? How do Gerda's definition of freedom, and her
feelings about freedom, change over the course of her imprisonment? How does she manage, occasionally,
to achieve feelings of freedom?
8. Gerda writes, "Throughout my years in the camps, and against nearly insuperable odds. I knew of no one who
committed suicide" ( 250). Why do you think these people, who suffered such great loss and pain, did not
resort to suicide, when many people take their lives for seemingly lesser reasons?
AP World Pages 29-32
Life and Death in Shanghai
Nien Cheng (1986)
Penguin Books Background Information:
Nien Cheng was born in Peking, her father a vice minister in the Navy. She met her husband,
Kang-chi Cheng, in 1935 in England, where both were studying at the London School of
Economics. After the communists overthrew Chiang Kai-shek in 1949, the Chengs decided to
remain in Shanghai, where Kang-chi Cheng served as general manager of Shell, the only
multinational oil company to stay on after Mao Zedong’s (Mao Tse-tung’s) triumph.
When her husband died of cancer in 1957, Shell hired Nien Cheng as a special adviser; she
worked for Shell until the company pulled out in 1966, the year Mao launched the great
Proletarian Cultural Revolution. In August 1966, Nien Cheng’s house was ransacked by the Red
Guards; a month later she was arrested and taken to No. 1 Detention House in Shanghai, where
she would remain in solitary confinement for nearly seven years. In the more liberal era following
Mao’s death in 1976, Cheng was “rehabilitated” and declared a victim of wrongful arrest. She was
allowed to leave China in 1980 and settled first in Ottawa, Canada, where she started writing Life
and Death in Shanghai. Since 1983 she has lived in Washington, D.C. where she completed the
book. She passed away in 2009 at the age of 94.
1. Describe in full detail, Nien Cheng’s character citing examples where necessary.
2. Identify Mao Zedong. (Who, what, where, when, state his significance in history)
3. Identify the Cultural Revolution (What, where, when, state the significance of the event)
4. Create a timeline of at least 15 events in Nien Cheng’s life. (Yes, I know some are listed above.)
5. Describe 2 of your favorite parts of the book.
6. Life in prison is supposed to be monotonous and dehumanizing. Without mentioning the
repetition of the book, what is your criticism of the narrative?
7. Discuss the historical significance/importance of this book.
8. Discuss in detail your overall opinion of the book. Please use at least 5 examples.
AP World Pages 30-32
Advanced Placement World History: Mrs. Matyskiel
SUMMER Reading Assignment
WELCOME to A. P. World History!!!! So that you have time to digest
some history on your own time and at your own speed, there IS summer
reading with accompanying study guides. These will be your first 3 grades
in the course. Please purchase (you should be able to write in the book!!)
or check-out the following books and make sure you get the accompanying
study guides from either your geography teacher, at the school website, or
the A. P. Boot Camp.
Things Fall Apart, Chinua Achebe
All But My Life: A Memoir, Gerda Weissmann Klein
Life and Death in Shanghai, Nien Cheng (Penguin, 1988)
You will submit your work to Turnitin.com and enroll yourself
individually since we do not know which class you are in!
Class #/Name:
Password:
3991168/A. P. World History
ilovehistory
The due date is Thursday, August 25, 2011. Also expected: All students
should have a working knowledge of basic geography and its cultural
characteristics & a comprehension of the five primary world faiths! If you
have any questions please contact me at [email protected].
PLEASE do NOT wait until the week before school to start these
assignments! Get it done NOW as you know how quickly summer passes!
Mrs. Matyskiel & Mrs. Douglass
AP World Pages 31-32
Things Fall Apart, Chinua Achebe
Study Guide
Albert Chinualumogu Achebe was born the son of Isaiah Okafo, a
evangelical Christian churchman, and Janet N. Achebe November 16,
1930 in Ogidi, Nigeria. Although both his parents were Christians, they
heavily inundated him with traditional Ibo values. He is a professor of
English, a political activist in Nigeria, and now lives here in the United
States. Things Fall Apart was his first and foremost novel, a deafening yet
balanced description of the cultural clash between native African culture
and traditional white culture. The novel describes what happened to Igbo
society in the late 1800s, when European missionaries and colonizers laid
claim to Nigeria. The book has subsequently become required reading in
many high schools and universities across the world. [Melissa Culrose and
H. Halpin]
1. Give a brief history of Nigeria and the Ibo tribe.
2. Define/identify the following terms and the ROLE they play in
the novel.
a. kola nut
b. yams
c. Week of Peace
d. osu
3. Briefly describe each of the main characters:
a. Okonkwo (Oh-kawn-kwoh)
b. Unoka (Ooh-no-kah)
AP World Pages 32-32
c. Nwoye (Nuh-who-yeh)
d. Ikemefuna (Ee-keh-meh-foo-nah)
e. Ekwefi (Eh-kweh-fee)
f. Ezinma (Eh-zeen-mah)
g. Ojiubo (Oh-jee-ooh-boh)
h. Obierika (Oh-bee-air-ee-kah)
i. Mr. Brown
4. Proverbs are very important in the Ibo language and African
culture. Someone who uses them often is considered to be a
master of the spoken language. Interpret the following idioms
and proverbs and explain their role in the context of the story.
a. "A man who pays respect to the great paves the way for
his own greatness." (p. 19)
b. "The lizard that jumped from the iroko tree to the ground
said he would praise himself if no one else did." (p.21)
c. "Living fire begets cold, impotent ash." (p. 153)
5. What is the role of women in the novel?
6. Explain the advantages and disadvantages of the social structure
portrayed in Things Fall Apart. (For example, the culture is
polygamous; the husband, wives, and children live in their own
compounds; children are cared for communally.)
7. In your opinion, what contributes MOST to things falling apart in
Umuofia? EXPLAIN.
AP Biology Pages 33-64