AP and Honors Summer Work

APUSH Historical Proposal Project

Now that you have learned about the various topics of American History (some exciting and some a bit tedious) it is your turn to propose a topic that we did not cover in detail in this class. Once your topic and proposal are approved, you will be in charge of teaching the class your topic. You must give the rationale, provide instruction, lead the class, and assess their knowledge. In other words, you take on the role of the teacher. My job is to help you with ideas, give suggestions, and share some sources. You will need to take between 15-19 minutes to teach your lesson.

Step One: Brainstorm Ideas What topics did we barely talk about? What topics were only briefly mentioned? Are their historical people or events you are passionate about learning? Are there different ways of looking at an event that we did not cover (art, music, literature etc.)? Make the ideas very specific. The more specific the better.
Good topic examples: Flight 93, The Persian Gulf, Animals in WWII, Voodoo in America, The New York Mob, Oklahoma City Bombing, Waco Cult, Jonestown Massacre,, Iwo Jima, Bill Gates, Jonas Salk and polio vaccine, the capture of Bin Laden, moon landing, Blackhawk Down.
Poor topic examples (too broad or already covered): Ben Franklin, Franklin Roosevelt, WWII, something not from American history, multi -era topics, any topic covered by our review, any topic already covered by a project (even if it was not yours).

Step Two: Formal Proposal (Half page or more) What topic should this class learn more about? What is the justification for taking time to learn about this topic ? What have we already learned about your topic or similar topics? How will the classes’ overall understanding of American history be enhanced? What do you already know about this topic? What do you hope to find out? What sources do you hope to find? What big ideas could you hope to find out.discuss?

Step Three: Research Use a variety of sources. Use numerous sites. Utilize at least 5 primary sources.

Step Four: Plan How do you want to teach others? How will you keep them engaged (don’t just lecture)? How will you integrate your primary sources? Who will be responsible for what part of the lesson?

How will your classmates interact with the primary sources? How will they engage? Examples of primary sources:
● Autobiographies and memoirs
● Diaries, personal letters, and correspondence
● Interviews, surveys, and fieldwork
● Internet communications on email, blogs, listservs, and newsgroups
● Photographs, drawings, and posters
● Works of art and literature
● Books, magazine and newspaper articles and ads published at the time
● Public opinion polls
● Speeches and oral histories
● Original documents (birth certificates, property deeds, trial transcripts)
● Research data, such as census statistics
● Official and unofficial records of organizations and government agencies
● Artifacts of all kinds, such as tools, coins, clothing, furniture, etc.
● Audio recordings, DVDs, and video recordings
● Government documents (reports, bills, proclamations, hearings, etc.)
● Patents
● Technical reports
● Scientific journal articles reporting experimental research results

Step Five: Share and Teach You should have a topic you enjoy, so show your excitement for the topic. Think of it less as a speech and more of a chance to share what you learned and provide activities for your classmates to interact with sources. These sources can vary depending on your topic.

Rubric: Proposal: Effectively answers all questions. Half page or more. Well-thought out. Professional. Approved by the teacher. Convincing. (2 points)
Justification: Presentation includes why your peers should learn about this topic. Persuasive. Connects to other eras or ideas (3 points)
Background/Context: Explains what is happening before and during the event. Gives a context to your specific topic (1 point)
Description of person/event: Effectively describes the event/person and their contribution. This can be done directly or as part of your activities. (3 points)
5 Primary Sources: Utilized and cited. Interaction with the sources as part of your teaching. Classmates should be actively breaking down sources, discussing, completing some challenging material (10 points)

Assessment: Create a game, discussion, writing, mini quiz for your peers to show what they learned. Try something other than a Kahoot. Review any misconceptions (1 point)

Total:      / 20 points: MAJOR

Contact Mr. Vock with questions. andrew.vock@central301.net
In order to best prepare for our thorough analysis of rhetoric, please read the following TWO summer texts:

1984 by George Orwell (ALL read)
Perform an in-depth reading of the text - do not stress about assessment over specific names or minute details; however, read carefully enough to...
(a) Produce an in-class composition based on the text's themes, arguments, rhetoric, ideas.
(b) Complete AP-style multiple-choice questions based on several close reading passages from the work.
(c) Launch our eventual problem-solution essay based on a pressing societal concern.

Student-Choice Text
Parameters for selecting a text in hierarchical order:
(a) High-Interest Piece—the reading may be challenging, but it shouldn’t feel that way. Choose a text of genuine interest.
(b) Right-There Text—Vygotsky’s “Zone of Proximal Development” requires careful selection. No Green Eggs and Ham (too easy) but avoid Plato’s Republic as well (too dense and too difficult). Generally, a text with no more than 3-5 unfamiliar terms per page fulfills the “right-there” requirement. It should be accessible, but require some guidance/work on the reader’s end to complete.
(c) Previously-Unfamiliar Reading—navigating a text for a second or third time certainly provides value, but this should be one of those texts on the reader’s proverbial “someday list.”
So obviously, high-interest is of greater emphasis than challenging, which is more pressing than familiarity.
Student-Choice Assessment: students will complete an in-class opportunity during the first week of class.

Contact Mr. Davies with questions. thomas.davies@central301.net
Welcome to A.P. Literature and Composition!

  Hello incoming AP Students,

  Your summer reading is the novel Lord of the Flies. While we obviously couldn't distribute books, there is a pdf available online if you just google it. There's no need to do anything but read it over the summer; we'll do our work with it at the beginning of the year. Given that fact, I would urge you to postpone reading the novel until the end of the summer. If you have any questions feel free to email me.

Mr. Groom

  If there are any questions, please reach out via email to either one of us during the summer.  We will do our best to respond as quickly as possible, but please allow several days due to our being out of town for portions of the summer.


Mr. Groom (matt.groom@central301.net)
A.P. Literature and Composition Instructor

Mrs. Edwards (kim.edwards@central301.net)
English Department Chair
Welcome to Honors English I!

  Summer reading for Honors English 1 is John Steinbeck's 1937 novella Of Mice and Men. Here is a link to a PDF of the book, but you are more than welcome to buy your own copy if you prefer working with a physical text. Over the summer break, you are expected to read the entire novella and encouraged to take handwritten notes. When we are back in session in August, we will hit the ground running with assignments, discussions, and assessments over this book. If you have any questions, do not hesitate to reach out! My email is emily.hahn@central301.net.

  If there are any questions, please reach out via email to either one of us during the summer.  We will do our best to respond as quickly as possible, but please allow several days due to our being out of town for portions of the summer.


Miss Hahn (emily.hahn@central301.net)
Honors English I Instructor
Mrs. Edwards (kim.edwards@central301.net)
English Department Chair
Welcome to Honors English II!

During the summer, you will read and annotate Catcher in the Rye, by J. D. Salinger. Annotations should include questions about the text, connections to modern society, unfamiliar vocabulary, and general insights.  Please use post-its only to annotate copies if you are able to check one out belonging to the school. If you wish to write your annotations in the book, we strongly encourage you to purchase your own copy and do so. Please note that annotations will be collected, and therefore you should show ample evidence that you’ve not only read, but also considered the text carefully.

On the first day of school, you will complete a thematic assessment on the novel using both passages from the text and unfamiliar passages. In addition, you will write a synthesis essay using Catcher in the Rye as a basis for thematically similar genre formulae: a paper discussing theme as genre, as opposed to literary genre.

If you have any questions, please reach out via email to any of us during the summer. We will do our best to respond as quickly as possible, but please allow several days as we may not check our summer email daily.


Mrs. Bellenie (michelle.bellenie@central301.net)
Honors English II Instructor
Ms. Bushman (kristine.bushman@central301.net)
Honors English II Instructor
Mrs. Edwards (kim.edwards@central301.net)
English Department Chair