Summer Reading and Course Work 2022-23

Below you’ll find all the information you will need to be prepared for your next academic year at Williston. Your grade level and specific course enrollment will determine which of these entries applies to you.

Please read and follow all the instructions carefully. We want you to perform at your best from the start of the year, and a thoughtful review of material and a thorough reading of the prescribed books will help you do that. We also have added some “Optional Departmental Recommendations” at the end of this page, and we hope you’ll read as many as you can.

These summer assignments are designed to introduce you to the material and ideas that you will be studying this year. The assignments are mandatory, so please complete the reading thoroughly, and approach the assignments with the care and interest that they deserve.  Please work independently on all summer work, using only the required texts and materials.  Any evidence of plagiarism or the sharing of answers will be subject to the same consequences as any other academic violation during the school year.  In the first weeks of school, you should expect some sort of formal follow-up to the summer work, either a written assignment to be submitted, an in-class activity, or a quiz.  These will be your first graded assignments of the new academic year, and they will form the first impressions for your teachers, so please do your best.

Have a great summer and we look forward to seeing you in September!

Purchasing Summer Text Books

To order summer text books, visit our bookseller, MBS books.


Upper School Summer Reading & Coursework by Subject

  • English

    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:

    • Unbroken, Hillenbrand
    • Brown Girl Dreaming, Woodson

    10th:

    • The Complete Persepolis, Marjane Satrapi
    • Giovanni’s Room, Baldwin

    11th:

    • Into the Wild, Krakauer
    • Everything I Never Told You, Ng

    11th AP:

    • Into the Wild, Jon Krakauer
    • Florida, Lauren Groff
    • Sing, Unburied, Sing, Ward

    12th:

    • Things They Carried, O’Brien
    • Station Eleven, St. John Mandel

    12th AP:

    • Station Eleven, St. John Mandel
    • Things They Carried, O’Brien
    • A Tale for the Time Being, Ozeki
  • History + Global Studies

    Ninth Grade Humanities Courses

    All ninth-grade students should read The Boy Who Harnessed the Wind by William Kamkwamba and Bryan Mealer 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?

    Standard World History AND European History

    Read this article: 

    https://www.historians.org/about-aha-and-membership/aha-history-and-archives/historical-archives/why-study-history-(1998)

     After reading the article, write a TEAM paragraph – Why do you think it’s important to study history?  (you may agree with one or more of the reasons given by Peter Stearns or may come up with your own reasons.)

    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 3 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

    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)
    • 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

     WRITTEN WORK

    • Additionally, for The Ways of the World, write a 700-1400 word essay based upon one of the following prompts. Choose only one prompt and write only one essay.
      • 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 similar to each other?
      • The essay is worth two homework grades, with grading based upon effort and completion. The strength of the argument is not part of the grading.
      • Your essay should include…
        • Thesis
        • Two or more supporting body paragraphs, providing evidence and analysis in support of your thesis.
        • A conclusion paragraph.
        • Word count at the top of the first page
        • A minimum of four quotations from the book. Cite the quotations and create a works cited to the best of your knowledge.

    Standard United States History

    10 Days That Unexpectedly Changed America by Steven M. Gillon

    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

    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, 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

    Thirteen American Arguments by Howard Fineman
    The Introduction: “For the Sake of Argument”

    American Character by Colin Woodward
    Chapter 1: “Maintaining Freedom”

    Download and complete the American Character worksheet here.

    AP Macro- and Microeconomics

    Part 1: Read: Freakonomics, Expanded Ed. by Steven D. Levitt

    Part 2:  Writing

    1. Summarize what you read in 2-3 pages
    2. Apply the Handy Dandy Guide to Economics to the text that you read by using THREE (3) of the Rules from the guide. Write one paragraph for each rule you choose that:
    3. Explains how what you read in the book reflects that rule. You should use examples from the text to support your points.
    4. If you feel that a lot of the book is tailored to Rule 2 then explain how so, citing examples from the text.
    5. You can and will cite like this (p. 145) or (145). No need for author since you’re only referencing this one book and you will note his name and the title at the top of your paper.

    Williston Scholars – History and Global Studies

    Read the Introduction and Chapters 1, 2 and 4 in Essaying the Past 4th Ed by Jim Cullen. 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 Comparative Government

    Students are expected to read the Introduction to the Wood book: AP Comparative Government and Politics: An Essential Coursebook (9th Edition), by Ethel Wood, pp. 5-59, and provide term definitions to the Important Terms and Concepts listed on pp. 60-63. Students should have this work completed by the first day of class.

  • Languages

    AP Chinese

    Summer work for AP Chinese covers three AP-level articles with recording files for each article (see links below). Listen to the recording while you read the articles. Practice orally reading the articles in Chinese characters. You are expected to be able to orally read all three articles in Chinese characters 0n the first day of class.

    Articles | Audio recording 1 | Audio recording 2 | Audio recording 3


    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 | Audio recording 3


    AP French

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

    Review the formation and use of all regular and irregular verbs found in the Blume/Stein French Three Years Workbook (through the Appendix) in the following tenses: présent, impératif, passé composé, imparfait, conditionnel, futur proche, and futur simple.

    Keep a journal in which you write twice a month over the course of the summer, for 20 minutes each session. Sessions should be dated, and typed on a Word/Google document, attached in an email.  Two journal entries should be submitted on/before:  June 15, June 30, July 15, July 30, August 15, and August 30. 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 included below, some with web addresses, but all are available on usual podcast platforms.). Email your journal entries 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 Latin

    REQUIRED Summer Work

    Purchase the Caesar, De Bello Gallico textbook:
    ISBN-13: 978-0865167780
    ISBN-10: 0865167788

    Using the textbook to help with vocabulary and notes, translate into English all the selections from Book I: Chapters 1-7. Write your English translation in your Honors Latin IV OneNote notebook (or, if you cannot access your notebook, in a word document).

    This translation is due by the first day of classes (not the 25-minute period on the Orientation/Tech Day, but the first regular class day). We will take a translation test on Chapters 1-7 of DBG Book I at the end of the second week of classes.

    Purchase, or borrow from the library, any English translation of Caesar’s DBG and of Vergil’s Aeneid. The required syllabus includes readings in Latin and English from Vergil’s Aeneid and Caesar’s Gallic War. Reading in English helps students identify significant themes, central characters, and key ideas in the Latin passages. From https://apcentral.collegeboard.org/courses/ap-latin/course/ap-latin-reading-list

    You will be best prepared for your work in AP Latin this year if you use your time over the summer to complete this important background reading.  The books with which you are required to show familiarity (in English) for the AP exam are:

    Vergil, Aeneid
    Books 1, 2, 4, 6, 8, 12

    Caesar, Gallic War
    Books 1, 6, 7

    You do not need to turn in reading notes or annotations at the beginning of the year. However, you will be given tests on the content of these books in T1 and T2, so you are required to complete this English reading over the summer to build a solid foundation in both texts.

    RECOMMENDED Summer Work

    REVIEW/LEARN VOCABULARY! Every hour spent on vocabulary will pay HUGE dividends whenever you are translating next year.

    #1 Method
    Purchase these Caesar/Vergil vocabulary cards and quiz yourself or have a parent quiz you (start with Caesar, we will read him first):
    https://www.memoriapress.com/curriculum/latin/caesar-vergil-ap-vocabulary-cards/

    #2 Method
    Use the Caesar & Vergil Quizlet sets (start with Caesar, we will read him first):
    Verba Vergiliana: Maxima Ordo
    Caesar’s DBG Most Frequent Vocabulary


    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.

  • Mathematics

    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, Discrete Honors, 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


    Optional Exercises

    Algebra 1

    Geometry

    Algebra 2

    Trig, Prob & Stats

    Topics

    Precalculus

    Calculus

    AP Calculus AB

  • Science

    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. 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

    Teachers will be in touch with students over the summer regarding AP Physics 1 coursework.

    AP Physics C

    No summer coursework.

    AP Psychology

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

    AP Biology

    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. For the 2022-2023 school year we will be using Campbell – Biology in Focus 3rd Edition by Urry et.al. (AP Edition: ISBN 9780134710679). This book is now in its 3rd edition 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 APCourse,  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.
  • Visual + Performing Arts

    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).

     

    Williston Scholars Performing Arts:

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

  • Summer College Essay Requirement (for rising seniors)

    As a part of summer assignments, all rising seniors are required to write their college 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.”

    2020-2021 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. Describe a problem you’ve solved or a problem you’d like to solve. It can be an intellectual challenge, a research query, an ethical dilemma – anything that is of personal importance, no matter the scale. Explain its significance to you and what steps you took or could be taken to identify a solution.

    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.

  • Optional Departmental Recommendations

    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

Middle School Summer Coursework

  • Middle School Mathematics

    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:

  • 7th Grade Summer Reading Assignment

    7th grade books:

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

    7th 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

    8th Grade Summer Reading Assignment 

    Read both of the following books: 

    • La Linea by Ann Jaramillo 
    • The Book Thief by Markus Zusak 

    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 The Book Thief, 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 

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