BEACONSCHOOLSUMMER2013ASSIGNMENTS

Locateyourclassonthepagesbelow.

ENGLISH:
9TH: 10TH: 11TH: Angela'sAshesbyFrankMcCourt KiteRunnerbyKhaledHosseini TheYellowBirdsbyKevinPowers

FOREIGNLANGUAGE:

StudentsshouldcompletethepacketforthelevelofSpanishtheywillbetakinginthefall.StudentsenteringSpanish2.5should completetheSpanish2packet.TherearenoassignmentsforthosestudentsenteringSpanish1andAPSpanish. Spanish2:http://www.beaconschool.org/docs/1213/SummerAssignments/DOCS/SPANISH2.pdf Spanish3:http://www.beaconschool.org/docs/1213/SummerAssignments/DOCS/SPANISH3.pdf Spanish4:http://www.beaconschool.org/docs/1213/SummerAssignments/DOCS/SPANISH4.pdf

MATHEMATICS:

StudentsshouldcompletethepacketforthelevelofMathematicstheywillbetakinginthefall.Therearenoassignmentsforthose studentsenteringanyotherMathlevelthanthefourlistedbelow. Algebra1:http://www.beaconschool.org/docs/1213/SummerAssignments/DOCS/ALGEBRA1.pdf Algebra2:http://www.beaconschool.org/docs/1213/SummerAssignments/DOCS/ALGEBRA2.pdf Geometry:http://www.beaconschool.org/docs/1213/SummerAssignments/DOCS/GEOMETRY.pdf PreCalculus:http://www.beaconschool.org/docs/1213/SummerAssignments/DOCS/PRECALCULUS.pdf

9THGRADEHISTORY:
InninthgradeGlobalHistoryatBeacon,studentswillbeencouragedtounderstandandarticulatetheconnectionsbetweenthepast andthepresent,toexplorethecomplexitiesofhistory,andtoenterintoaglobalconversationabouthowandwhynationscome intoconflictwithoneanother.Inordertobeginmakingconnectionsbetweencurrentandpasteventsandtounderstandthemany interpretationsofhistoricalfact,allstudentswillcompleteareadingandaccompanyingquestions.Thisassignmentwillprovidea focusforthefirstunitofstudyinninthgradeGlobalHistory,andallstudentswillbeheldaccountablefortheirreadingduringthe firstweekofclasses. Reading: TheLemonTree:AnArab,aJew,andtheHeartoftheMiddleEastbySandyTolan(2007) AllninthgradestudentswillreadSandyTolansTheLemonTree(2007ed.)initsentirety.Tolansbooktracesthehistoryofthe IsraeliPalestinianconflictthroughtheparallelhistoriesoftwofamilies,oneIsraeliandonePalestinian.Basedonextensive research,SandyTolanaskshisreaderstolookattheconflictfromtwocompetingpointsofview. Asstudentsread,theywillcompletethefollowing: 1. CompleteatimelineoftheTENmostimportanteventsintheIsraeliPalestinianconflictthatTolanoutlinesinhisbook.Do notsimplywritedownthefirstteneventsthatyouread.Youshouldchoosetheeventsthatyoubelievearemost importantforunderstandingtheconflict.Foreachevent,writeonetwosentencesthatdiscussthesignificanceofthe eventaswellaswhyyoubelieveitdeservesaplaceonyourtimeline. 2. Inoneparagraph,answerthefollowingquestionusingspecificexamplesfromthebook: a. Throughoutthebook,TolanconsistentlyrefersbacktotheLemonTreeasanimportantsymbolinthelivesofboth families.WhymightTolanhavechosentouseaLemonTreeasaconnectingthreadbetweenthesetwofamilies? Inyouropinion,whatishetryingtosayabouttheIsraeliPalestinianconflictasawhole? 3. FamiliarizeyourselfwiththegeographyoftheMiddleEastbylookingatdifferentmapsoftheregion. 4. HowdoesSandyTolanpresentthefollowing: a. TheJewishclaimforastate? b. ThePalestinianclaimforastate? SuggestionsfortheReading: Readactively: Donotbeafraidtounderline,highlight,orwritenotesinthemarginsofyourbook.Thisisagreatwayto rememberimportantpassagesandevents. Studytheconflicttoday: DosomelightreadingaboutthecurrentstateoftheIsraeliPalestinianconflict.Thiswillhelpyoutoputtheevents ofthebookintocontext. Beginreadingearly: Donotsavethisassignmentuntilthelastweekofthesummer.Makesurethatyouhaveenoughtimetofinishthe bookandalsocompletethewrittenportionoftheassignment. Discussthereadingwithyourparents: Youmayfindthatthiswillgreatlyenhanceyourunderstandingofthematerial.Itwillalsoprepareyouforthe manydiscussionsyouwillhaveonthistopicwhentheschoolyearbegins.

10THGRADEHISTORY:
PartI:PleasereadthefollowingselectionfromNeilPostmansBuildingaBridgetothe21stCentury.Takenotesinthemarginsand highlightasyouread. Thereadingcanbedownloadedat:http://www.beaconschool.org/docs/1213/SummerAssignments/DOCS/POSTMAN2013.pdf 1) ForbothChapters1and2,identifywhatyouthinkPostmanscentralargumentis.Writeeachdowninyourownwords. Then,inacouplesentences,explainhowyoucametothatconclusion. 2) ChoosefourofthekeyintellectualfiguresPostmanreferences(youhavemorethan50options).Makeachartwiththe followingcolumns: a. Nameandwhentheylived b. Keyworks c. Postmansuseofthisindividual.Inotherwords,whatdoyouthinkPostmanisusingthethinkerasanexampleof? d. Thefocusofthethinkerswork:iss/heexamininganaspectofthenaturalworldorsocietyandwhataspect? PartII:ReadthearticlefromtheNewYorkeronLagos,NigeriacalledTheMegacity:DecodingtheChaosofLagosbyGeorgePacker (2006). 1) TakeatleasttwopagesofnotesidentifyingexamplesofprogressinLagosandobstaclestothatprogress. 2) Writeoneparagraphonwhetheryouthinktheauthorisoptimisticorpessimisticaboutthefutureformegacitieslike Lagos?

11THGRADEHISTORY:
Welcometo11thgradeU.SHistory!WehavechosenonesummerreadingthatweplantouseinthefirstunitofstudyinSeptember, andwhichexaminesmanyofthethemeswellencounterallyear.ThetextistakenfromTheStoryofAmericanFreedombyEric Foner,aleadinghistorianwhohaswrittenaboutvariousissuesinUShistory;inthebook,hestruggleswithreconcilingtheenduring issuesoffreedomandslaveryinAmericanhistory. Thereadingcanbedownloadedat:http://www.beaconschool.org/docs/1213/SummerAssignments/DOCS/FONER2013.pdf Therearequestionstoanswerforthereading.Youranswerstothequestionsshouldbecompletesentences,providingevidence fromthereadingswhereyoucan.(Whereneeded,pleaseCITEtheevidenceproperly,usingFOOTNOTESitwillbegoodpracticeto getreadyforanotheryearofschool!) Besuretobringboththereadingandyouranswerstothequestionswithyoutoclassonthefirstdayofschool.Youmustannotate thereadingtakemarginnotesandhighlightand/orunderlinetohelpyoumakeuseofthemwhenyoucometoclass.Thesenotes willcountaspartofyourgradeforthesummerreadingassignment.Youshouldexpecttodosomeinclasswritingthatmakesuseof thesenotes. QuestionsforEricFonersTheStoryofAmericanFreedom Introduction,Chapters1&2.Pleasewritea56sentenceparagraphforQuestions13(includefootnoteswhereneeded); remember,everyparagraphbeginswithagoodtopicsentencethatmakesanassertionandintroducesthesubjectofthat paragraph.FollowthespecificinstructionsforQuestion4. 1. WheredoestheAmericanideaoffreedomorlibertyoriginate? 2. WhatistheconnectionbetweenfreedomandpropertyintheAmericanideaoffreedom?Isownershipofprivate propertyaprerequisitetopersonalfreedom? 3. HowdoesFonerexplainthecontradictorycoexistenceofslaveryandfreedominearlyAmerica? 4. Amajorpartof11thgradehistorywillbelearninghowtodoresearch,includingtheuseofcitedevidence.Youdid someofthisin10thgrade,nowyouwillgoforwardindevelopingthisskill.PleaseexamineFonersEndnotesfor Chapter2,ToCallitFreedom.Youwillnotethat,forthemostpart,heusesONEEndnoteforeachparagraph. However,whenyouexaminetheactualEndnote,youwillnoticethathealmostalwayscitesseveralsourcesfor eachparagraph.Pleasepickthree(3)paragraphsinthechapterthathaverepresentativeEndnotesasdescribed above.Foreachone,dothefollowing: A)FigureoutwhetherthesourcesthatFonercitesareprimaryorsecondarysourcesendexplainhowyoufigured thatout. B)SelectONEsource,researchandlocateit(ontheweborinabook!),andwriteatwotothreesentence annotationdescribingthesourceandwhyyouthinkFonerusesit. C)InONEparagraph,explainwhatyouhavelearnedaboutthetypesofsourcesusedbyaprofessionalhistorianlike Foner.