Summer Reading and Coursework

Content advisory:

Dear Students and Parents,

Along with some well-deserved rest, we hope you’re also enjoying the summer reading novels. Chosen specifically to align with larger themes each grade level will discuss throughout the year, the books, like all good literature, open a window into perspectives and experiences with which we may not be immediately familiar. The characters and authors take us on a journey, and, ideally, we return at the end changed, more awake and aware, better for having traveled.

When reading thought-provoking literature, some books may contain images, themes, characters, and events that may evoke strong personal responses, and remind us of troubling, real-world issues and the emotions that come with them. The Williston English Department believes in the importance of confronting challenging material to gain a deeper understanding of, for example, a character’s motivation or a larger thematic point an author is attempting to make. However, we also understand and empathize with the uneasiness some students may feel. When you confront challenging passages which cause discomfort, please consider why the character – and by extension the author – brings up this material, and in what ways these scenes or images enhance our understanding of plot, character development, tension, and other literary elements. When encountering such passages, take breaks and return to the content when ready. If you are having difficulty returning to the text or managing your emotions, please seek support from a trusted adult. 

We look forward to having thoughtful conversations about the texts when you return in the Fall, and, as always, if there are any questions or concerns, please email either your teacher, or Matt Liebowitz, at mliebowitz@williston.com.

All students are assigned to read the two or three books listed for your grade level this summer (see the list below). For each of the books, please do the following:

1. As you read, look for at least one thoughtful example of each of the six items below. If you don’t recognize any of the terms in this list, please refer to this link that defines them.
   1. Important imagery
   2. Character development
   3. Symbols
   4. Favorite passage
   5. Interesting use of language
   6. Questions
2. As you find your examples, please annotate them in the text AND copy your annotations into the annotation chart linked to here. You will have one annotation chart for each book. It is ok to hand-write a chart if you can’t print it out. In-text annotations are notes in the margins of the book that record your thoughts and ideas. You can underline, star, bracket, and/or highlight to mark the text that your annotation notes are connected to.

You will have a total of at least twelve (or eighteen) annotations, six for each book. Your teacher will check your annotations when you begin the school year. You should bring your annotation charts and annotated texts to English class on the first day of school. Be prepared to use the texts for the opening weeks of the course. They have been chosen specifically for their thematic and stylistic connections to the material of the course, so they will serve as important springboards to discussion and writing—experiences for which you should be fully prepared.

ELL-English Language Learners 

International students’ level of English study will be determined according to a placement test administered during international student orientation in September. Based on the results of this test, students will be placed in an ELL or standard English section appropriate to their grade level. All ELL students will also be enrolled in a standard English class, pass/fail. Every student should read the required texts in English for his or her incoming grade level and attempt the summer reading assignment, regardless of whether she or he expects to be placed in an ELL class. 

Books for Upper School Classes:   

9th:

• The Poet X – Elizabeth Acevedo
• Brown Girl Dreaming – Woodson

10th:

• Persepolis (complete) – Satrapi
• The Poet X – Elizabeth Acevedo

11th:

• The Poet X – Elizabeth Acevedo
• Everything I Never Told You – Ng

11th AP:

• Into the Wild – Krakauer
• The Poet X – Elizabeth Acevedo
• Sing, Unburied Sing – Ward

12th:

• The Poet X – Acevedo
• Townie – Andre Dubus

12th AP:

• The Poet X – Acevedo
• The Things They Carried – O’Brien
• A Tale for the Time Being – Ozeki

Ninth Grade Humanities Courses

All ninth-grade students should read The Boy Who Harnessed the Wind by William Kamkwamba and Bryan Mealer (ISBN 13: 978-0-06-173033-7

ISBN 10: 0-06-173033-5 ) and should type answers to the following questions to be handed in on the first day of school. Even if you are not starting your Humanities: Religious Studies or Humanities: Human Rights until later in the year, you are still responsible for completing the assignment by the first day of school. Instructions on how to submit summer work will be sent by one of your History teachers at the start of the year.

These questions are based on the ninth-grade guiding principles of CORE, which stands for Curiosity, Organization, Reflection and Empathy.

• Curiosity: William’s curiosity about windmills changed his life and the lives of those in his village.
  • What are you curious about and how might your curiosity impact your life and the lives of others in the future?

• Organization: William’s village did not have electricity and lacked many things students attending Williston often take for granted.
  • How did the villagers compensate for not having electricity, telephones, or most of the modern conveniences we take for granted?
  • What did electricity and the creation of the windmill mean for William, his family, and his village?

• Reflection: William was desperate to stay in school but could not because of money.
  • Might William’s life be different if he had access to education without having to pay? How so?

• Empathy: Having empathy, defined by Merriam Webster as “the feeling that you understand and share another person’s experiences and emotions,” is an important trait we hope all Williston students cultivate.
  • What lessons did you take away from William’s story?
  • Which aspect of William’s story did you connect to and why?

European History

Read the following three articles on the question of why we should study history and consider their similarities and differences.

1. Jim Grossman, “Op-Ed: History Isn’t a Useless Major. It Teaches Critical Thinking, Something America Needs Plenty More Of” (LA Times, 2016).  https://www.latimes.com/opinion/op-ed/la-oe-grossman-history-major-in-decline-20160525-snap-story.html
2. Alex Poulin, “Why You Must Study History, Now More Than Ever” (Medium, 2019). https://medium.com/applied-history/you-are-not-humble-if-you-dont-study-history-here-s-why-125cdc37da83
3. Yuval Harari, “A Brief History of Lawns,” in Homo Deus (See Attachment)

Then, compose a TEAM paragraph discussing why you think we should study history using evidence and ideas from at least TWO of the articles.

TEAM Guidelines:

T: Topic Sentence: Clearly state your answer to the question (with a reason why), or the idea you’re trying to prove.

E:  Evidence: Should contain two pieces of evidence. Quotes, statistics, and specific examples are all pieces of evidence

A: Analysis: Explain why your evidence answers your question or proves your idea

M: Mechanics: Pay close attention to grammar, spelling, and sentence structure. If you use a quote, cite it properly in MLA or Chicago format.

Modern World History

Read the following three articles on the question of why we should study history and consider their similarities and differences.

1. Jim Grossman, “Op-Ed: History Isn’t a Useless Major. It Teaches Critical Thinking, Something America Needs Plenty More Of” (LA Times, 2016).  https://www.latimes.com/opinion/op-ed/la-oe-grossman-history-major-in-decline-20160525-snap-story.html
2. Alex Poulin, “Why You Must Study History, Now More Than Ever” (Medium, 2019). https://medium.com/applied-history/you-are-not-humble-if-you-dont-study-history-here-s-why-125cdc37da83
3. Yuval Harari, “A Brief History of Lawns,” in Homo Deus (See Attachment)

Then, compose a TEAM paragraph discussing why you think we should study history using evidence and ideas from at least TWO of the articles.

TEAM Guidelines:

T: Topic Sentence: Clearly state your answer to the question (with a reason why), or the idea you’re trying to prove.

E:  Evidence: Should contain two pieces of evidence. Quotes, statistics, and specific examples are all pieces of evidence

A: Analysis: Explain why your evidence answers your question or proves your idea

M: Mechanics: Pay close attention to grammar, spelling, and sentence structure. If you use a quote, cite it properly in MLA or Chicago format.

AP World History

READING WORK

• Read the Prologue of our textbook, Ways of the World Since 1200, Fourth Edition, by Robert W. Strayer and Eric W. Nelson (pp. xxxix – xlvi) (ISBN 13: 978-1-319-23657-1   ISBN 10: 1-319-23657-X)
• Part 1, Chapter 1 Ways of the World Since 1200 (pp. 2 – 40).

Read A History of the World in Six Glasses by Tom Standage (ISBN 13: 978-0-8027-1552-4   ISBN 10: 0-8027-1552-4)

 WRITTEN WORK

• Write a TEAM Paragraph on the one of the following prompts. Choose only one prompt and write only one essay. The main source for information about this paragraph is in the textbook, pp. 2-40, which is part of your summer reading.
  • Option A: To what extent has religion supported political authority and social elites?
  • Option B: To what extent are the religions described in the chapter 1 similar to each other?

This paragraph is worth two standard homework grades, with grading based upon effort and completion. The strength of the argument is not part of the grading, but following directions is.

TEAM Guidelines:

T: Topic Sentence

• Clearly state your answer to the question (with a reason why), or the idea you’re trying to prove.

E:  Evidence

• Should contain three pieces of evidence
  • Quotes, statistics, and specific examples are all pieces of evidence

A: Analysis

• Explain why your evidence answers your question or proves your idea

M: Mechanics

• Pay close attention to grammar, spelling, and sentence structure
• If you use a quote, cite it properly in MLA or Chicago format.

Standard United States History

10 Days That Unexpectedly Changed America by Steven M. Gillon (ISBN 13: 978-0-307-33934-8   ISBN 10: 0-307-33934-3)

Write a basic summary of each chapter to be typed and turned in on the first day of class that includes the following:

• The years the chapter encompasses
• The primary individuals that participated in the events
• What tensions or changes in American society did each event depict
• What the outcome of each event revealed about American society at that particular time

AP United States History

10 Days That Unexpectedly Changed America by Steven M. Gillon (ISBN 13: 978-0-307-33934-8   ISBN 10: 0-307-33934-3)

Write a detailed summary of each chapter to be typed and turned in on the first day of class that includes the following:

• The years the chapter encompasses
• The primary individuals that participated in the events
• What tensions or changes in American society did each event depict
• What the outcome of each event revealed about American society at that particular time

Read Introduction and Chapters 1-3 in textbook: United States History, Preparing for the Advanced Placement Examination (ISBN 13: 978-1-5311-2912-5   ISBN 10: 1-5311-2912-9). Complete some of the review exercises at the end of each chapter as practice (not to be turned in or graded). Be familiar with the historical thinking skills and historical themes that are explained in the introduction. Be prepared for a test on the summer reading assignment on the first or second day of classes.

AP United States Government

1. Read pgs 2-23 (Chapter 1) in the textbook (Abernathy and Waples, American Government: Stories of a Nation.) (ISBN 13: 978-1-319-34498-6   ISBN 10: 1-319-34498-4)

2. Read and study 10 Days that Unexpectedly Changed America. (ISBN 13: 978-0-307-33934-8   ISBN 10: 0-307-33934-3).

We will be referring to this book throughout the year-long US Government and Politics course as we study US history through the lens of American government. Make a chapter summary of no more than a page for each chapter that includes

• The years the chapter encompasses
• The primary individuals that participated in the events
• What tensions or changes in American society did each event depict
• What the outcome of each event revealed about American society at that particular time.
• Your own new view that illustrates the event or issue in the chapter – this can be a statement or two that connects the event to the present, a cartoon, an illustration, a poem or a song. It should show creativity AND thoughtful engagement with the chapter.

3. What’s the 11^thday? Write a chapter introduction (3 paragraphs) for an 11th chapter in a new edition of the book Ten Days that Unexpectedly Changed America. It needs to be a day that occurred between 1964 and 2023. Show thoughtful engagement with ideas of the book – make sure it fits. Think about the approach Steven M. Gillon takes. Do not choose Sept 11, 2001 or Jan 6, 2021; instead, choose a date you can explain in ways similar to the case Gillon makes in each chapter.

AP African American Studies

 Read/annotate Preface and Chapter 1 “Ancestral Africa” in From Slavery to Freedom, 10^th edition (ISBN 13: 978-0-07-351334-8   ISBN 10: 0-07-351334-2) and answer the review questions at the end of the chapter (write out the question and the correct answer in complete sentences).  Know the vocabulary terms listed in the chapter summary.

AP Macro- and Microeconomics

Part 1: Listen to podcast episodes: Freakonomics podcast, available on Spotify or other podcast apps, or directly at freakonomics.com.

Required:

1. Economics of Everyday Things, Episode 1: Gas Stations
2. Freakonomics Radio, Episode 96: The Cobra Effect
3. No Stupid Questions, Episode 129 Why do we Cheat?
4. Freakonomics Radio, Episode 373: Rent Control

Your choice:

Listen to at least 90 more minutes of episodes from the Freakonomics radio family of podcasts. (Freakonomics Radio are usually 45 minutes, Everyday Things are 15, No Stupid Questions are 30) Browse through the listings to choose something that interests you!

Part 2:  Writing

Summarize what you heard and learned in 600 words. You can discuss whatever you like related to your listening. Some possible topics include:

1. What optional episodes did you pick, and why?
2. What did you find interesting? Frustrating? Surprising? Counter-intuitive?
3. Did your opinion of something change while listening and learning?
4. Read through the Brief Guide to Economics (linked). Discuss at least two rules that resonate with your listening experience.
5. What new questions or opinions are you left with, and ready to bring to class this year?

A BRIEF GUIDE TO ECONOMICS

1. People choose to do the things they think are best for them.
a. We live in a world where we can’t have everything we want.
b. Resources, goods, services, time, and money are scarce, so we must make choices.

2. Choices have costs.
a. When we choose something, we give up the opportunity to have something else. It is the inevitable nature of choice.
b. It is as important to examine “what we forgo as it is to think about what we will get if we choose one alternative over another.”

3. People respond in predictable ways.
a. Rational people seek positive rewards – they also seek to avoid negative consequences.

4. People create economic systems that influence choices and incentives.
a. A society’s economic system organizes the production, distribution, and consumption of goods and services.
b. How people Work together in the system is governed by both Written and unwritten rules.
c. When the rules change incentives change; when incentives change choices change.

5. Voluntary trade creates wealth.
a. People tend not to enter into transactions that they believe will make them worse off rather than better off.
b. People can produce more in less time by concentrating on “what they do best.”
c. Specialization based on comparative advantage combined with voluntary trade means there will be more total output.

6. The consequences of choices lie in the future.
a. We cannot change the past, but we can influence the future.
b. Every choice or decision we make is based on prediction of what the benefit and cost of our alternatives will be.
c. The more information we have about alternatives the better our predictions should be.

Williston Scholars – History and Global Studies

Read the Introduction and Chapters 1, 2 and 4 in Essaying the Past 4th Ed by Jim Cullen (ISBN 13: 978-1-119-70839-1   ISBN 10: 1-119-70839-7). Answer the following questions about AT LEAST TWO and NO MORE THAN FOUR potential topics for your paper.  Topics can range from History to Philosophy, Religion, or Economics.  Be creative and think of what you’re passionate about!

1. One paragraph explaining the main idea of your paper. What are you going to study?  What do you hope to achieve?
2. One paragraph that explains your interest in this topic. Why are you interested in this topic?  Can you trace the source of your interest?  Will this project connect to other areas of interest in your life?

AP European History

Read Chapter 11 – The Later Middle Ages – A History of Western European Society, 13th Edition. (ISBN 13: 978-1-319-22163-8   ISBN 10: 1-319-22163-7).

Complete “Identify Key Terms” and “Review the Main Ideas” at the end of the chapter.  Be prepared to turn in written answers on the first day of classes.

Optional Departmental Recommendations

• Presidential Courage: Brave Leaders and How They Changed America 1789-1989 by Michael Beschloss
• The Devil in the White City by Erik Larson
• The Garden of Martyrs by Michael C. White
• A Partial History of Lost Causes by Jennifer DuBois ’02
• Outliers: The Story of Success by Malcolm Gladwell
• The Life of Pi by Yann Martel
• A Border Passage by Leila Ahmed
• The Autobiography of Malcolm X
• Baraka (film), directed by Ron Fricke

Chinese IV

Summer work for Chinese IV covers three short paragraphs in Chinese characters with recording files for each paragraph (see links below). Listen to the recording while you read the paragraphs. Practice oral reading the paragraphs in Chinese characters. You are expected to be able to oral read all three paragraphs in Chinese characters on the first day of class.

Paragraphs | Audio recording 1 | Audio recording 2 

AP French

Note:  ***Parts of this work are to be submitted during the summer, not all at the end***.

1. Review the formation and use of all regular and irregular verbs found in the Blume/Stein French Three Years Workbook(found in the Appendix) in the following tenses: présent, impératif, passé composé, imparfait, conditionnel, futur proche, and futur simple.
2. Keep a journal in which you write twice a month over the course of the summer, for 20 minutes each session.  This work should be without any outside help, human or artificial.  This work is intended to be your natural writing. Sessions should be dated, double-spaced, and hand-written.  If you have access to a Microsoft Surface over the summer, you may use your stylus.  If you do not, write your journal on lined paper, download the document Microsoft Lens document scanner app (for Apple or Android), and use it to photo/scan/send the resultant document as an email attachment https://www.youtube.com/watch?v=QaQw3-bE61I. Do not simply take a photo of your paper.  Two journal entries (20 mins of writing each) should be submitted on/before:  July 1, August 1, and September 1 (dates=Easthampton time zone). The subject of at least one of the journal entries each month should be a new French song, article, or film, podcast, or social media posting of your choosing which you have seen over the summer and have reflected upon.

For non-native French speaking students, the goal for summer listening work is exposure, understanding the essential at first, and increasingly more.   When you write your journal, note what you listened to, talk about what it was about, and/or the experience of listening, or whatever else strikes you.

(Podcast suggestions are included below, some with web addresses, but all are available on usual podcast platforms.). Email your journal entries as Word/Google Document attachment to smichalski@williston.com.

Podcasts specifically made for French language learners:

One thing in a French Day https://www.onethinginafrenchday.com/one-thing-in-a-french-day (Super short, quick, and clear pronunciation)

Francais à la Une (Woman reads the first page of French newspapers, 5-10 mins an episode) https://www.oui-speakfrench.com/podcast-1/episode/5b78285c/a-la-une-10-juin

Fleur-de-lis:  a French podcast.  (The host speaks slowly and clearly with a Quebecois accent.) https://www.chosesasavoir.com/sabonner-au-podcast/

Francais Authentique https://www.francaisauthentique.com/pourquoi-suis-je-moins-transparent-que-par-le-passe/ (Good regular speed French but made for language learners.)

News In Slow French (Slowed news in French but not painfully so.  If you choose this one, I recommend it AND eventually others, to practice listening rate, but it’s an excellent option)

A long list of many best language learner podcasts https://www.alllanguageresources.com/french-podcasts/

General Podcasts, for any French speaker:

Choses à savoir (2-3 minutes each)

Grand reportage (20 mins) Current events

Transfert – true stories of a wide variety/length, in people’s own voices.

French language podcasts on Slate.fr , including a sort by length/interest function http://www.slate.fr/audio/podcasts/

List of the current top French language podcasts https://chartable.com/charts/spotify/france-top-podcasts

AP Spanish

Read an article from an online Spanish newspaper each month (June, July, and August) and submit a summary of the article, including the day the article was read and the name of the newspaper, to Mr. Garcia at egarcia@williston.com. In addition, email the answers to the following questions:

• Why did you choose to read this article?
• What did you learn from the article?
• What did you think about the article?

Online newspapers: www.elmundo.es, www.ideal.es, www.elpais.es, or any other e-publication from a Spanish-speaking country.

You should also read a short story of your choice in Spanish and be ready to share your thoughts about it during the first week of classes.

Optional Departmental Recommendations

Films:

Spanish:

• Entre Nos directed by Gloria La Morte and Paola Mendoza, NR

French:

• Le Petit Nicolas, directed by Lauren Tirard, PG

Latin:

• The Seven Wonders of Ancient Rome, Discovery Channel documentary narrated by John Shrapnel, 2004

Chinese: 

• Mulan, directed by Tony Bancroft, G

Please note: All documents listed in the “Optional Exercises” list are optional. This is the case even if a document says it’s required on the actual document.

Introduction

Next fall you will be starting a new math class. We hope that you will find the class interesting and challenging. Being successful is not an accident; it is the result of good preparation. To help you next year, please review the topics that you have studied in your previous math courses. All summer review work can be found below.

The Math Department strongly recommends that summer homework be completed in August and a review be done in the week leading up to the opening of school.

Below, you will find:

1. Homework problems that are due on the first day of classes.

2. More examples and practice problems, with answers relating to each topic.

3. The only courses with REQUIRED summer work are Algebra 8 Honors, Algebra 8, Algebra 2 Honors, AP Calculus AB, AP Calculus BC, Geometry Honors, and Precalculus Honors.

Please print out the problems, complete them as best you can, check your answers, and bring your work on the first day of school. Please note that the problems on this webpage are intended for review purposes only and should not be used as any sort of placement guide.

You will be tested on the topics related to your particular course within the first week of classes.

Calculators

A TI-84+ graphing calculator is required for all math courses. It is the only model for which classroom instruction is provided.

Required Work

Upper School

• Geometry Honors Summer Homework
• Algebra 2 Honors Summer Homework
• AP Statistics Summer Homework
• Discrete Honors Summer Homework
• Precalculus Honors Summer Homework
• AP Calculus AB Summer Homework
• AP Calculus BC Summer Homework

Optional Exercises

Algebra 1

• Algebra 1 Summer Homework
• Area & Perimeter Answers
• Area & Perimeter Questions
• Computing Exponents Answers
• Computing Exponents Questions
• Decimals & Percents Answers
• Decimals & Percents Questions
• Fraction Operations Answers
• Fraction Operations Questions
• Operations Properties Answers
• Operations Properties Questions
• Order of Operations Answers
• Order of Operations Questions
• Ratio and Proportion Answers
• Ratio and Proportion Questions
• Signed Number Operations Answers
• Signed Number Operations Questions
• Solving Linear Equations in One Variable Answers
• Solving Linear Equations in One Variable Questions

Geometry

• Area and Perimeter Answers
• Area and Perimeter Questions
• Factoring with Common Factors Answers
• Factoring with Common Factors Questions
• Formulas from Tables of Values Answers
• Formulas from Tables of Values Questions
• Geometry Summer Homework
• Order of Operations and Algebraic Expressions Answers
• Order of Operations and Algebraic Expressions Questions
• Pythagorean Theorem Answers
• Pythagorean Theorem Questions
• Ratio and Proportion Answers
• Ratio and Proportion Questions
• Simplifying with Distributive Property Answers
• Simplifying with Distributive Property Questions
• Slope Answers
• Slope Questions
• Solving Linear Equations in One Variable Answers
• Solving Linear Equations in One Variable Questions
• Solving Literal Equations Answers
• Solving Literal Equations Questions
• Solving Quadratics using Factoring Answers
• Solving Quadratics using Factoring Questions
• Solving Systems of Linear Equations in Two Variables Questions

Algebra 2

• Algebra 2 Standard & Essentials Summer Homework
• Definition of a Function Answers
• Definition of a Function Questions
• Graphing Linear Equations Answers
• Graphing Linear Equations Questions
• Graphing Linear Inequalities in Two Variables Answers
• Graphing Linear Inequalities in Two Variables Questions
• Properties of Exponents Answers
• Properties of Exponents Questions
• Simplifying Products Answers
• Simplifying Products Questions
• Solving Absolute Value Equations in One Variable Answers
• Solving Absolute Value Equations in One Variable Questions
• Solving Linear Inequalities in One Variable Answers
• Solving Linear Inequalities in One Variable Questions
• Solving Quadratic Equations Answers
• Solving Quadratic Equations Questions
• Solving Quadratic Equations with Square Roots Answers
• Solving Quadratic Equations with Square Roots Questions

Precalculus

• Functions Questions
• Graphing Quadratics – Parabola Properties Questions
• Properties of Exponents Answers
• Properties of Exponents Questions
• Solving Equations with Square Roots Answers
• Solving Equations with Square Roots Questions
• Word Problems Answers
• Word Problems Questions

Calculus

• Amplitude, Period, and Midline of Sinusoidal Functions Answers
• Amplitude, Period, and Midline of Sinusoidal Functions Questions
• Calculus Summer Homework
• Horizontal & Vertical Stretches and Shrinks Answers
• Horizontal & Vertical Stretches and Shrinks Questions
• Horizontal and Vertical Flips Questions
• Simplifying Algebraic Fractions by Factoring Answers
• Simplifying Algebraic Fractions by Factoring Questions
• Simplifying Complex Expressions Answers
• Simplifying Complex Expressions Questions
• Using Horizontal and Vertical Shifts Answers
• Using Horizontal and Vertical Shifts Questions

AP Calculus AB

• 2009 AP Free Response Questions
• 2010 AP Free Response Questions
• Graphing Exponential Functions Answers
• Graphing Exponential Functions Questions
• Graphing Logarithmic Functions Questions
• Graphing Sinusoidal Functions Answers
• Graphing Sinusoidal Functions Answers
• Sketching Graphs Using Transformations Answers
• Sketching Graphs Using Transformations Questions
• Solving Inequalities Answers
• Solving Inequalities Questions

Science Summer Work 2023-24

There is a significant amount of material to cover before the AP exams next May. Being successful is the result of thoughtful preparation and consistent effort on the part of both you and your teacher. We ask that you begin this process during the summer by reviewing topics covered in your previous courses. In addition, please check this page for detailed information pertaining to your class.

For courses with summer work, you can expect to be tested on the assigned material during the first week of classes. 

AP Chemistry

Teachers will be in touch with students over the summer regarding AP Chemistry coursework.

AP Physics 1

No summer coursework.

AP Physics C

No summer coursework.

AP Psychology

No summer coursework.

AP Biology

Urry, Reece, et. al
Campbell Biology in Focus, AP Edition, 3^rd Ed
ISBN 9780134710679

The AP Biology course will begin with a rapid review of basic chemistry and biological information that students should be familiar with as part of their prerequisite course of study. In support of your review, you will need to read Chapters 1 through 4 in the textbook. This information will be tested during the first week of the course. The textbook is specific to studying AP Biology, having been developed to coincide well with the recently redesigned AP Biology curriculum. It should also come with a login code for a companion website that we will routinely utilize. 

AP Environmental Science

Friedland, Andrew and Relyea, Rick
Environmental Science for the AP* Course,  Third Edition Copyright 2019
Bedford, Freeman & Worth High School Publishing, New York, NY
ISBN-10: 1-319-11329-X
ISBN-13: 978-1-319-11329-2

• Read and take notes on Unit 1. This includes Chapter 1 (Environmental Science: Studying the State of our Earth) and Chapter 2 (Environmental Systems)
• Complete the Chapter 1 AP Environmental Science Practice Exam Multiple-Choice Questions (MCQs) 1-11 and Free-Response Questions (FRQs) 1-2 on pages 30 – 31. The MCQs will be handed in for grading on the first day of class.
• Complete the Chapter 2 AP Environmental Science Practice Exam Multiple-Choice Questions (MCQs) 1-14 and Free-Response Questions (FRQs) 1-2 on pages 62-64. The MCQs will be handed in for grading on the first day of class.

AP Music Theory:

Going into AP Music Theory, it is necessary to master certain basic skills in order to be successful for the year and ultimately on the AP exam. The summer homework packets are designed for you to review/relearn/learn those topics so that you will be ready for an in-depth study of music theory when the new school year begins. Taking time to work on these fundamentals over the summer means we can have more time for composing and working on higher-level musical concepts during the school year. 

Please print this packet and complete all sections carefully with a pencil. You will also need to play through short musical examples on a piano or keyboard. If you don’t have one, you can download a piano app for your smartphone. There are several free piano apps to choose from. 

You will be assessed within the first two weeks of school on the information in the packet.

This should take you approximately 5 hours to complete. Good luck!

Download AP Music Theory summer homework packet

—

AP Studio Art:

1. Purchase a 9″ x 12″ Mixed Media sketchbook. (50+ pages)
2. On the first page tell us a bit about yourself as an artist: What’s your experience with art? What materials do you prefer to work with? What subject matter (if any) is your favorite to create? In AP Studio Art, what techniques would you like to learn? What new materials or subject matters would you like to pursue?
3. On the next full spread of your sketchbook (two, 9″ x 12″ pages), create a mood board in which you explore the idea of “HOME” in a mood board (Mood Boards should include: photographs, magazine collage, color swatches, small sketches, rubbings, written thoughts, poems, stories, artists you’re inspired by).

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Williston Scholars Performing Arts:

Have a project proposal ready for instructor review for the start of T1.

As a part of summer assignments, all rising seniors are required to complete a final draft of the Common Application essay over the summer. Given the pace of the academic year and the timing of college application deadlines, we view the summer as the best time to focus on this central part of your college applications. You should plan to submit your essay to your college counselor as an email attachment by the beginning of Welcome Days in September. Please see the College Counseling website and consult with your College Counselor for assistance.

Instructions: “What do you want the readers of your application to know about you apart from courses, grades, and test scores? Choose the option that best helps you answer that question and write an essay of no more than 650 words, using the prompt to inspire and structure your response.”

2023-2024 Common Application Essay Prompts

1. Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story.
2. The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience?
3. Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome?
4. Reflect on something that someone has done for you that has made you happy or thankful in a surprising way. How has this gratitude affected or motivated you?
5. Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others.
6. Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?
7. Share an essay on any topic of your choice. It can be one you’ve already written, one that responds to a different prompt, or one of your own design.

More titles can be found at willistondev.wpengine.com/library. Follow the link for Suggested Reading.

VISUAL AND PERFORMING ARTS

• Art and Max by David Wiesner
• The Alchemist by Paul Coelho
• Maus I: A Survivor’s Tale: My Father Bleeds History by Art Spiegelman
• Art & Fear by David Bayles and Ted Orland
• The Artist’s Way by Julia Cameron

HISTORY AND GLOBAL STUDIES

• Presidential Courage: Brave Leaders and How They Changed America 1789-1989 by Michael Beschloss
• The Devil in the White City by Erik Larson
• The Garden of Martyrs by Michael C. White
• A Partial History of Lost Causes by Jennifer DuBois ’02
• Outliers: The Story of Success by Malcolm Gladwell
• The Life of Pi by Yann Martel
• A Border Passage by Leila Ahmed
• The Autobiography of Malcolm X
• Baraka (film), directed by Ron Fricke

LANGUAGES: FILMS

Spanish:

• Entre Nos directed by Gloria La Morte and Paola Mendoza, NR

French:

• Le Petit Nicolas, directed by Lauren Tirard, PG

Latin:

• The Seven Wonders of Ancient Rome, Discovery Channel documentary narrated by John Shrapnel, 2004

Chinese: 

• Mulan, directed by Tony Bancroft, G

MATHEMATICS

• Fantasia Mathematica by Clifton Fadiman, ed.
• The Mathematical Magpie by Clifton Fadiman, ed.
• Proof by David Auburn

SCIENCE

• Backyard Ballistics by William Gurstelle
• Leonardo’s Mountain of Clams, Diet of Worms by Stephen J. Gould
• The Ten Most Beautiful Experiments by George Johnson
• The Microbe Hunters by Paul de Kruif and F. Gonzalez-Crussi
• What is Life? by Lynn Margulis and Dorian Sagan

Seventh graders enrolled in Pre-Algebra do not have summer math work.

Algebra Standard or Algebra Honors

Students taking Algebra Standard or Algebra Honors are required to complete this summer homework:

• Algebra 8 Honors Summer Homework
• Algebra 8 Summer Homework

7^th grade books:

• Out of My Mind, Draper
• The Giver, Lowry

7^th Grade Summer Reading Assignment:

For Out of My Mind by Sharon Draper:

Throughout much of the 1st Trimester, we will be discussing the theme of “breaking the norm,” using literary characters, such as Out of My Mind’s protagonist, Melody Brooks, as a basis for continued discourse. Throughout the story, author Sharon Draper provides readers with a well-crafted piece of fiction, complete with valuable life lessons.

How does our main character, Melody Brooks, “break the norm” and positively impact others, regardless of the community she finds herself embracing? How do you utilize similar character traits during your day-to-day lives?

Please respond in 1-2 pages, using the following formatting prompt (we will use the same parameters throughout the year):

• Times New Roman Font
• Double-spaced
• Size 12
• Name (top left corner)
• Title

8th Grade Summer Reading Assignment 

Read both of the following books: 

• We Are Not From Here by Jenny Torres Sanchez
• Paper Hearts by Meg Wiviott

Next, complete the following writing assignment: 

Throughout this upcoming year we will explore texts that involve characters who make decisions that are affected by the society and/or environment they are living in. In We Are Not From Here, how do characters conform or rebel against societal standards and expectations? Use specific examples from the book to support your ideas. 

Requirements: 

• 1 ½ – 2 pages in length, double spaced 
• Times New Roman, 12 point font 
• Cite the text if using direct quotes 
• Include a title for your paper 
• Proper heading (Top left corner: name, date, teacher) 
• Due on the first day of class