Summer work is not required, however there is some suggested preparation and previous years' preparation listed below.
*AP Physics updated August 2, 2021
- AP Physics
- AP Language
- AP Literature
- Senior Inquiry
- AP Biology
- AP United States History
- AP Chemistry
- AP Environmental Science
- Survey of American Lit/Writing 122
AP Physics 2021-22
We will start the first few weeks be reviewing some math concepts and going through chapters 1-3 in the textbook. As stated above, this work is recommended, not required.
Here's a link to the math packet we will cover: https://drive.google.com/file/d/1nBCgC3Up6HtUKANHzpge54sebgC9DzVO/view?usp=sharing
Here's a link to the textbook if you did not grab one from school before summer: https://drive.google.com/file/d/1VKruHLw2WWh9t5GCOknPb3P2MFcQ9XQv/view?usp=sharing
For the math packet, if you don't know how to use Desmos to make your best-fit curves, don't worry! We'll do it during class. Just read the text if you have the time.
AP Language and Composition, 2019-2020
Introduction and Summer Reading Assignment
AP English Language and Composition introduces the art of rhetoric- the study of using language effectively to persuade an audience to adopt a point of view or to feel specific emotions. Thus, readings will be primarily non-fiction, though some choice fiction selections will be featured so students may learn to recognize how authors make choices about word choice, sentence structure, tone, etc. to create a specific effect.
This is a college level, reading and writing intensive course. You will be reading complex, challenging material on a routine basis. In addition, you will write in several different styles of essay formats throughout the course. Be prepared to take criticism and guidance from your teacher and your peers. Finally, students are expected to be active participants in discussions. To be successful in all three of these areas, AP students must be self-motivated, well organized, and responsible; merely having a history of "A's" in previous English Language Arts courses will not be sufficient to establish an "A" in this Advanced Placement course- you will have to work harder!
Mandatory Summer Assignment:
Required: Independently read one of the recommended non-fiction texts listed below.
*If you have a different text you're interested in reading, please check with one of the AP Lang teachers before the end of this school year.
There is no written summer homework due at the beginning of the 2019-2020 school year. However, once school starts you will begin writing on a prompt about the non-fiction book(s) you read over the summer. Be aware, you must have an intimate knowledge of the text. "Spark notes" type summary reading will not give you the detail you'll need for the content portion of your summer reading assignment.
SUMMER READING ASSIGNMENT IS MANDATORY - students will not have the option to drop the class at the beginning of the year if they fail to complete this assignment.
Recommended Summer Assignment:
It is highly recommended you are familiar with the literary terms that will be covered early in the first semester. Passing on this opportunity for preparation may impact your graded performance during the first semester.
Non-Fiction texts- The texts on the flip side are grouped by subject. Choose at least one to read over the summer. It is highly recommended you do some research before settling on a text; reading previews, reviews, and passages on your own will help you choose a text matching your interests and a difficulty level appropriate for your educational needs. Be picky- the text(s) you choose will be your source text(s) for your early semester essays and writings.
- Salvador Joan Didion
- We Wish to Inform You That Tomorrow We Will Be Killed with Our Families Philip Gourevitch
Law & Crime
- In Cold Blood Truman Capote
- Just Mercy Bryan Stevenson
- Killers of the Flower Moon: The Osage Murders and the Birth of the FBI David Grann
- Plunder and Deceit Mark Levin
- The Wretched of the Earth Franz Fanon
- Beyond the Beautiful Forevers Katherine Boo
- Between the World and Me Ta-Nehisi Coates
- If This Isn't Nice, What Is? Kurt Vonnegut
- Evicted: Poverty and Profit in the American City Mathew Desmond
- The Swerve: How the World Became Modern Stephen Greenblatt
The Natural World
- Pilgrim at Tinker Creek Annie Dillard
- Silent Spring Rachel Carson
- The Sixth Extinction Elizabeth Kolbert
- This Changes Everything Naomi Klein
- Educated Tara Westover
- The Knowledge Illusion: Why We Never Think Alone Steven Soman & Philip Fernbach
Medicine & Health
- Stiff: The Curious Lives of Human Cadavers Mary Roach
- When Breath Becomes Air Paul Kalanithi
- In Defense of Food: An Eater's Manifesto Michael Pollan
- Hunger Roxanne Gay
Marriage and Family
- The Year of Magical Thinking Joan Didion
- Slouching Towards Bethlehem Joan Didion
- Hillbilly Elegy J.D. Vance
- What the Dog Saw Malcolm Gladwell
- Outliers Malcolm Gladwell
- The Autobiography of Malcolm X Alex Haley
- Feel Free (a collection of essays) Zadie Smith
- Me Talk Pretty One Day David Sedaris
Welcome to Senior Inquiry 2019-2020 Summer Reading Assignment
The Immortal Life of Henrietta Lacks by Rebecca Skloot
- Read the book.
- Take notes, either on a separate document, sticky notes, or directly on the text itself. Your notes should show that you have processed and understood the book thoroughly.
- Complete two essays on a separate document from the list of prompts below. Each essay should be 1.5--2 pages , double spaced, 12 pt. font. These will be assessed for communication and interpretation & analysis using the rubrics below.
Essay 1 (when you are half-way through the book, chapters 1-23): At this point, what, if any, responsibility do you think the scientific community has to the Lacks family?
Essay 2 (when you are done with the book): What are the most significant ways that the current generation of Lacks’ relatives were impacted by Henrietta’s story, and to what extent does this affect your answer in essay 1?
Communication: Students will be able to communicate effectively in various ways—through oral, written, graphic, numerical, and other visual means.
|Interpretation and Analysis: Students will be able to understand and explain the meaning and significance of a wide variety of information.|
HP: Communicates in an organized, focused, and compelling manner with few conventions errors. Writing demonstrates voice and shows purposeful word choice.
HP: The work successfully uses specific information/evidence from the text to explain a topic or theme using multiple chapters from the book.
P: Communicates in an organized and focused manner
P: The work demonstrates an understanding of the source material. It attempts to connect it to a theme or topic, but it may be lacking specific information/evidence.
NP: Organization of communication is awkward, inconsistent, or incomplete
NP: The work demonstrates a confused, inconsistent or incomplete understanding of the source material. It may summarize the material rather than explain or analyze.
WT: needs to be re-communicated to be understood
WT: inaccurate or incoherent analysis
AP Biology “Summer” Homework (PREVIOUS YEARS)
This year there isn’t a big summer assignment as there has been in past years. This is basically a homework assignment and is typical of a homework assignment throughout the school year. Please do not do this assignment at the beginning of the summer. It should be done a few days before your first class. Your requirement is to watch three videos, take notes and be prepared for the first class. We will start the first activity on day 1. With the shorter school year and the AP exam on Monday May 11th, we will not have any time to waste.
Below are the three videos you will need to help you with the first day. There are review sheets for the first two videos to help you focus your notes. Try the third one on your own. Taking good notes is an important skill for any class.
Bozeman: Abiotic and Biotic Factors
Bozeman: Energy Flow in Ecosystems
AP Biology 047 – Biotic and Abiotic Factors Review Sheet
Overview of Video: (recreate web using these terms: factors, abiotic, biotic, interactions, cells, organisms, populations/communities, ecosystem, and other vocabulary)
Bacteria and biofilms:
By themselves called:
Biofilm formed by (2 factors):
Biotic or abiotic factor impacts formation?
organisms in video:
biotic or abiotic factors?
As hare pop goes up, lynx pop goes _________________
As hare pop goes down, lynx pop goes _______________
Draw this relationship in a graph
Example in video:
Elimination of wolf (one specis) had an impact on ecosystem both intended and unintended. How were these populations impacted?
Which were biotic and which were abiotic factors?
AP Biology 047 – Ecosystems Video Review Sheet
- 1. What is an ecosystem?
- 2. What is primary productivity?
- 3. Name and describe the two impacts on an ecosystem.
- 4. Humans often times make changes, that are quick and can lead to:
- 5. What are producers?
- 6. What do we measure primary productivity in? (units)
- 7. How is carbon added?
- 8. How is primary productivity measured in an aquatic environment?
- 9. What do food chains measure?
- 10. What is a trophic level? And what is Level 1? 2? 3? 4?
- 11. Define consumer
- 12. Which way do the arrows go in a food chain?....and how can you remember?
- 13. What does a food web show?
- 14. Each organism has an _____________________ to live where they are.
- 15. Initially, all growth is:
- 16. As you grow, there start to be ________________ factors. Name the two.
- 17. All growth, eventually become _____________________
- 8. What is “K”?
- 19. Describe what happened in Yellowstone Park with the introduction of the wolves? (Just the wolf population)
- 20. How does the wolf population relate to the elk population?
- 21. Example of man’s impact on an ecosystem:
- Whitebark Pine produces:
- _______________ feed on them. The nuts are stored in _____________
- Grizzly bears ____________ the abandoned middens.
- Global climate chain is impacting the number of Whitebark Pine populations which will eventually impact...DRAW A FLOWCHART (simple diagrams) showing the impact:
AP United States History will: Provide you with the thinking skills and enduring understandings necessary to deal critically with the main issues and documents of U. S. history. Prepare you for intermediate and advanced college courses by making demands upon you equivalent to those made by full-year introductory college courses. Enable you to assess historical sources – their relevance to a given interpretive problem, their reliability, and their importance – and to weigh the evidence and interpretations of the past presented in historical scholarship. Develop the skills necessary to arrive at conclusions on the basis of an informed judgment and to present reasons and evidence clearly and persuasively in an essay format. Train you to analyze and interpret primary sources, including documentary materials, maps, statistical tables, and pictorial and graphic evidence of historical events. Teach you to take notes from both printed materials and lectures or discussions, to write essay examinations, and to write analytical research papers. Enable you to express yourself with clarity and precision, know how to cite sources, and credit the ideas of others.
AP United States History is structured around seven themes: 1)American and National Identity, 2) Politic and Power, 3) Work, Exchange, and Technology, 4) Culture and Society, 5) Migration and Settlement, 6) Geography and Environment, and 7) America in the World.
You will develop the following historical thinking skills: Historical argumentation, appropriate use of relevant historical evidence, historical causation, patterns of continuity and change over time, periodization, comparison, contextualization, interpretation, and synthesis.
Summer Reading Assignment: Check out the course textbook, read and handwrite outline notes for chapters one through four.
Course textbook: Out of Many: A History of the American People. ISBN 13: 9780131502598
This textbook can be checked out from the Westview High School library on the following dates: Monday 6/18 and Tuesday 6/19
Outline notes: Your task is to complete outline notes for chapters one through four using the outline structure. Included is an example of the outline structure for chapter one. You cannot type your notes they must be handwritten. Many students use a spiral notebook or lined paper with a binder to keep their notes organized. Your goal is to produce notes with sufficient details, vocabulary, and highlights to enable you to study for a quiz without having to return to the text. If you start early, and apply yourself regularly, you can readily complete this assignment. If you wait until summer’s end, it will be a harder task to complete. You will be tested on this information during the first week of school so please come prepared. Included in this packet is a list objectives and vocabulary for each chapter. This information should be studied and reviewed in preparation for the first assessment.
This is a hierarchical system. Dash or indented outlining is usually best except for some science classes such as physics or math.
- The information which is most general begins at the far left with each more specific group of facts indented with spaces to the right.
- The relationships between the different parts is carried out through indenting.
- No numbers, letters, or Roman numerals are needed, but may be used.
Best Use: The outline format can be used if the lecture is presented in outline organization. This may be either deductive (regular outline) in which the major points are refined by minor points or inductive (reverse outline where minor points start building to a major point). Use this format when there is enough time in the lecture to think about and make organization decisions when they are needed. This format can be most effective when your note taking skills are super sharp and you can handle the outlining regardless of the note taking situation. (For a more detailed sample of an outline format, look at the Summer Homework information in Canvas.)
Period 1 (1491-1607) Reading Guide
These are the main overall concepts that you should be reading for and taking notes on in Chapters 1, 2, & 4
Key Concept 1.1: As native populations migrated and settled across the vast expanse of North America over time, they developed distinct and increasingly complex societies by adapting to and transforming their diverse environments.
I. Different native societies adapted to and transformed their environments through innovations in agriculture, resource use, and social structure.
Key Concept 1.2: Contact among Europeans, Native Americans, and Africans resulted in the Columbian Exchange and significant social, cultural, and political changes on both sides of the Atlantic Ocean.
I. European expansion into the Western Hemisphere generated intense social, religious, political, and economic competition and changes within European societies.
II. The Columbian Exchange and development of the Spanish Empire in the Western Hemisphere resulted in extensive demographic, economic, and social changes.
III. In their interactions, Europeans and Native Americans asserted divergent worldviews regarding issues such as religion, gender roles, family, land use, and power.
Period 2 (1607-1754) Reading Guide
These are the main overall concepts that you should be reading for and taking notes on in Chapters 3 & 5
Key Concept 1.1: Europeans developed a variety of colonization and migration patterns, influenced by different imperial goals, cultures, and the varied North American environments where they settled, and they competed with each other and American Indians for resources.
I. Spanish, French, Dutch, and British colonizers had different economic and imperial goals involving land and labor that shaped the social and political development of their colonies as well as their relationships with native populations.
II. In the 17th century, early British colonies developed along the Atlantic coast, with regional differences that reflected various environmental, economic, cultural, and demographic factors.
III. Competition over resources between European rivals and American Indians encouraged industry and trade and led to conflict in the Americas.
Key Concept 1.2: The Britsh colonies participated in political, social, cultural, and economic exchanges with Great Britain that encouraged both stronger bonds with Britain and resistance to Britain’s control.
I. Transatlantic commercial, religious, philosophical, and political exchanges led residents of the British colonies to evolve in their political and cultural attitudes as they became increasingly tied to Britain and one another.
II. Like other European empires in the Americas that participated in the Atlantic slave trade, the English colonies developed a system of slavery that reflected the specific economic, demographic, and geographic characteristics of those colonies.
Ch 1-4 Vocab
- Transoceanic migrations
- Clovis tradition
- Pleistocene overkill
- Archaic period
- Treaty of Tordesillas
- Protestant Reformation
- Coureurs de bois
- Beaver wars
- Virginia Company
- House of Burgesses
- Indentured servants
- Mayflower Compact
- Massachusetts Bay Company
- Great Migration
- Proprietary colony
- Frame of Government
- Pequot War
- King Philip's War
- Covenant Chain
- Bacon’s Rebellion
- Culpeper’s Rebellion
- King William’s War
- Seven Years’ War
- Middle Passage
- Slave Codes
- Great Awakening
- Queen Anne’s war
- King George’s War
- Enumerated goods
AP Chemistry Summer Assignment
All work listed is from the following book: Chemistry: The Central Science AP/14th Ed. by Brown, LeMay, Bursten, Murphy, Woodward & Stoltzfus.
Chapter 1: Practice Exercises 1.1 thru 1.13 (within the chapter)
Problems 9, 11, 14, 15, 19, 21, 24, 25, 27, 28, 32, 36, 43, 45, 47, 49, 50, 52, 55, 58, 60, 63 (end of the chapter)
- Chapter 2: Practice Exercises 2.1 thru 2.15
Problems 6, 7, 9, 12, 15, 16, 19, 21, 22, 24, 26, 28, 29, 32, 33, 34, 35, 40, 41, 45, 48, 49, 56, 59, 63, 66, 67, 69, 71, 74,75, 81
- Chapter 3: Practice Exercises 3.1 thru 3.18
Problems 7, 9, 12, 13, 15, 18, 19, 22, 23, 25, 29, 33, 35, 37, 43, 47, 50, 51, 53, 59, 61, 63, 68, 73, 74, 78, 79, 80, 85
APES (AP Environmental Science)
2019 Summer Reading Assignment
Welcome to APES!
Sustainability of our environment is the key concept in APES. You need to appreciate the value of nature around you. Go outside this summer! Camp, ride your bike, go to the beach, swim in a lake, hike in the mountains, explore a forest, a desert. Experience nature! Find the local wildlife around you.
Reduce your carbon footprint. Try to reduce/stop: using single use plastics (i.e. plastic straws), waiting with your car motor running in drive up food/drink establishments, consuming confinement feedlot products. If we all do a little to help our environment, it goes a long way!
You will write a reflective paper on:
The Sixth Extinction: An Unnatural History by Elizabeth Kolbert (2014)
There are some copies of this book at the Westview Library.
See guidelines below. The reflective paper is due on the FIRST day of class in September 2019. Written work will be submitted to Turnitin the first week of school. I will not accept late papers.
Reflective paper guidelines:
- Title of book and author.
- Write a reflective paper regarding The Sixth Extinction: An Unnatural History. The paper must be a minimum of 5 (five) pages (no longer than 6 pages) in length, double spaced and 12 pt. font.
- Did the book impact you in some way? Relate to examples in your life.
- What, if any, emotions were evoked during the reading? After the reading?
- Write summative concluding paragraphs. These paragraphs may relate to one or several parts of the book, or may reflect the entire book
- Would you recommend this book to a classmate? Why or why not?
See you in September!
PREVIOUS SCHOOL YEARS
Dear Survey Lit (Eng. 254/W122) Student,
Welcome to both the class and your senior year at Westview! I am excited that we will be able to learn together. If you select, you will also be eligible to receive dual-credit for English at Westview and Portland Community College without a cost to you. The first semester we will focus on U.S. Literature from the Civil War until present day, officially qualifying for English 254, Survey of American Literature through PCC. The second semester we will tackle Writing 122 through PCC.
Although the cost of the tuition is free to you, the books that have been chosen for the class are not. They are all readily available at local libraries, but I encourage you to purchase them if you are able. Used bookstores (such as Powell’s), online sources (like www.abe.com for especially reasonable prices) or borrowing from a friend or relative are all possibilities for securing the books. You will work on synthesizing several sources and will need to keep the texts throughout the entire semester.
Please read How to Read Literature Like a Professor by Thomas C. Foster over the summer, looking for images or new lenses through which to read. Please read this text FIRST. We will discuss these tropes the first couple days of class.
Then, choose one of the following texts to read over the summer. (You’re always welcome to read more, but I’ll have you discuss and work on one text in smaller groups and for your final.)
- The Adventures of Huckleberry Finn by Mark Twain
- The Lacuna by Barbara Kingsolver
- Salvage the Bones by Jesmyn Ward
- The Round House by Louise Erdrich
- The Leavers by Lisa Ko
You are not expected to read any of the following texts this summer, but I do want to give you advanced warning so you might begin to collect your books. We will keep to a modified college pace with reading; after discussing the Foster and summer choice book the first couple weeks, we’ll delve into Faulkner by the third week of class. You may purchase any edition of these texts as they are all written in English.
The texts we will read first semester, in the order assigned are:
**The Sound and the Fury by William Faulkner (The Norton Critical Edition is really helpful. This is the one book that you might wish to read with the class as it can present a challenge to those reading in isolation,)
**Underground Railroad by Colson Whitehead OR Homegoing by Yaa Gyasi OR Sing, Unburied Sing by Jesmyn Ward
**Ceremony by Leslie Marmon Silko OR Love Medicine by Louis Erdrich OR There, There by Tommy Orange
**The Leavers by Lisa Ko (if you didn’t choose it for summer reading) OR The Association of Small Bombs by Karan Mahajan
**Night at the Fiestas by Kirstin Valdez Quade
In addition, there are two important expectations for the class. The first is consistent attendance; expect to have your grade lowered after five absences (based on PCC guidelines)! Secondly, plagiarism has been an issue in the past. The first instance will lower your grade to a “C” for the semester; the second infraction will result in an “F” for the semester (again, PCC guidelines). Please make sure to communicate with me about extended illnesses, college visits, or for short extensions on papers.
Please feel free to email me with any questions or concerns this summer. Please make sure to label your email as Survey Lit.
I look forward to hearing what each of you has to contribute and working with each of you next year. Happy summer and happy reading!