Located (below) on this page are the summer reading for the One Book, One School summer reading, UCONN summer, AP English summer reading, and AP US History summer reading
English Department Summer Reading
Enfield High School
2016 Summer Reading
One Book, One School
For this year’s summer reading, as we bring together our two high schools, all Enfield High students will be asked to read the same nonfiction novel: Outcasts United: An American Town, a Refugee Team, and One Woman's Quest to Make a Difference by Warren St. John. For the assignment, you will have three options to pick from, all of which will count as a first quarter quiz grade.
- Book Chat: Attend an hour long discussion
- Blog: Write and respond to others’ blog posts
- Written Assignment: Respond to discussion questions
You can buy the book at Barnes and Noble and Amazon or loan it from Enfield’s Central or Pearl Street Library. Please note that there are two versions of this title: the original book that we are recommending (pictured right) and an adapted edition for young people titled Outcasts United: The Story of a Refugee Soccer Team That Changed a Town. The adapted novel is an optional choice for incoming Grade 9 students.
Sign up to attend one of four discussions, which will be held on August 3, 10, 16, and 17 from 1-2 pm in the library at JFK Middle School. The attached questions will be the basis of the book chat, so please consider them as you read and bring your ideas to share. You can register for the session you would like to attend by going to http://www.enfieldschools.org/district_info/ehs_book_chat_registration Please register by Friday, July 22nd.
Participate in a virtual discussion by submitting at least three blog posts, and responding to at least three other people’s blog posts. Please refer to the attached questions as a starting point for your ideas, but do not feel restricted by them. All blog posts must be submitted by Friday, September 23rd.
To join the conversation, please follow these steps:
- Go to https://www.schoology.com
- At the top of the page, click on Sign Up
- Click Student
- Enter this access code: NTRQJ-257WN
- Fill in your name, and create a user name and password.
- When creating your user name, please use your first initial, last name, and year of graduation (2 digits)
- Example: tsmith17
- Go to the Discussions tab on the left-hand side of the page to begin posting.
Choose 8 of the 10 discussion questions to respond to in short answer, paragraph form. Responses should be typed, and must be submitted to your English teacher by Friday, September 23rd.
Questions and Topics for Discussion
- When played beautifully, as Coach Luma might say, soccer is one of the world’s most fluid and graceful games. How does the nature of soccer reflect and influence the ways in which the refugee children respond to the challenges of life in Clarkston? Is there something about the game that might make it particularly compelling for children who have endured war, violence, and displacement?
- Coach Luma is also a Clarkston “outsider” in terms of her nationality. In what ways does her experience as an immigrant compare with those of her players? How does her “outsider” status affect the bond between the coach and her team?
- Chapter 3 describes a study led by Harvard political scientist Robert Putnam that states the inhabitants of hyper-diverse communities tend to withdraw from collective life and distrust their neighbors. Are you surprised by Putnam’s findings? Why or why not? How can communities best overcome this unfortunate tendency?
- How has the history of migration altered the cultural landscape in your community?
- The Under 13s managed to develop a warm, familial connection with little regard to their cultural and religious differences, while the Under 15s were less successful in creating such an environment. Why were the younger Fugees able to bond in a way that their older counterparts were unable to achieve? How did that bond, or lack thereof, affect their performance both on and off the field?
- The refugee community in Clarkston is composed of a conglomerate of religions, ethnicities, and languages. How do the contrasting experiences of the Under 13 and Under 15 players relate to the complexities that face the refugee community as a whole?
- With the arrival of the Somali Bantu in Clarkston, longtime Clarkston residents became alarmed about changes in their community even though refugees had been resettling in Clarkston since the 1980s. Why was the local response suddenly more intense at this point in Clarkston’s history of refugee resettlement?
- How does Mandela Ziaty’s struggle with issues of identity differ from that of many American-born teenagers? Are there more similarities than differences? How does his dual identity as a de facto (in reality) American and a displaced Liberian complicate this struggle?
- In chapter 24, Jeremy Cole, a case manager at one of the refugee agencies in Clarkston, challenged his traditional beliefs by converting to Islam. How were he and other Americans working with the refugee communities provoked to reexamine their own identities based upon their interactions with different cultures?
- Discuss the problems involved in the Fugees’ search for a home field. Did the Clarkston government violate their human rights? What about the situation of the Lost Boys and the use of the soccer field?
A Streetcar Named Desire by Tennessee Williams
A Streetcar Named Desire shows a turbulent confrontation between traditional values in the American South - an old-world graciousness and beauty running decoratively to seed - set against the rough-edged, aggressive materialism of the new world. Through the vividly characterized figures of Southern belle Blanche Dubois, seeking refuge from physical ugliness in decayed gentility, and her brutal brother-in-law Stanley Kowalski, Tennessee Williams dramatizes his sense of the South's past as still active and often destructive in modern America.
Mary Wollstonecraft Shelley
FRANKENSTEIN is widely regarded as a landmark work of romantic and gothic literature. Few creatures of horror have seized readers' imaginations and held them for so long as the anguished monster of Mary Shelley's Frankenstein. Mary Shelley’s “Frankenstein” is the story of Victor Frankenstein, a young scientist who through a strangely unorthodox experiment creates a grotesque yet sentient being. Victor, repulsed by the thing that he has created, abandons the monster. The creature in turn saddened by this rejection, departs as well. What follows is a series of tragic events. There is no greater novel in the monster genre than “Frankenstein” and no more well known monster than the one that is at the center of this novel. However, the monster of “Frankenstein” is more than the common lumbering moronic giant that is most often represented. Frankenstein’s monster is in reality a thinking intelligent being who is tormented by a world in which he does not belong. In this depiction Shelley draws upon the universal human themes of creation, the nature of existence, and the need for acceptance. For it is without this acceptance that the true monster, the violent nature of humanity, emerges.
How to Read Literature Like a Professor by Thomas C. Foster
While many books can be enjoyed for their basic stories, there are often deeper literary meanings interwoven in these texts. How to Read Literature Like a Professor helps us to discover those hidden truths by looking at literature with the eyes—and the literary codes-of the ultimate professional reader, the college professor.
What does it mean when a literary hero is traveling along a dusty road? When he hands a drink to his companion? When he’s drenched in a sudden rain shower?
Ranging from major themes to literary models, narrative devices and form, Thomas C. Foster provides us with a broad overview of literature—a world where a road leads to a quest, a shared meal may signify a communion, and rain, whether cleansing or destructive, is never just a shower-and shows us how to make our reading experience more enriching, satisfying, and fun.
AP English Summer Reading
On November 15, 1959, in the small town of Holcomb, Kansas, four members of the Clutter family were savagely murdered by blasts from a shotgun held a few inches from their faces. There was no apparent motive for the crime, and there were almost no clues. As Truman Capote reconstructs the murder and the investigation that led to the capture, trial, and execution of the killers, he generates both mesmerizing suspense and astonishing empathy. In Cold Blood is a work that transcends its moment, yielding poignant insights into the nature of American violence.
Mr. Sullivan/Mr. McMahon
AP Language and Composition
Summer Reading Assignment
Rationale: The purpose of this summer reading program is to provide a foundation of close reading and analysis that will enable a student to be successful in Advanced Placement classes and beyond. The AP English Language and Composition course primarily focuses on non-fiction prose that discusses politics, history, social sciences, and current events. We will study and analyze stylistic and rhetorical strategies used in various literary texts throughout the year in preparation for the AP examination in May.
Assignment: Over the summer, you will be required to read In Cold Blood by Truman Capote. In the first weeks of school you will be given assessments that will evaluate your reading comprehension and writing ability. The two written assignments (Parts I and II) detailed below are due on the first day of school and are designed to prepare you both for these assessments and the course itself.
Book Synopsis: On November 15, 1959, in the small town of Holcomb, Kansas, four members of the Clutter family were savagely murdered by blasts from a shotgun held a few inches from their faces. There was no apparent motive for the crime, and there were almost no clues. As Truman Capote reconstructs the murder and the investigation that led to the capture, trial, and execution of the killers, he generates both mesmerizing suspense and astonishing empathy. In Cold Blood is a work that transcends its moment, yielding poignant insights into the nature of American violence.
Part I – Rhetorical Analysis
As you read, choose one meaningful, memorable passage from each section (section I “The Last to See Them Alive,” section II “Persons Unknown,” section III “Answer,” section IV “The Corner”). Each passage should be one to two pages long in the original work and clearly demonstrate careful selection. The passages, when viewed together, must represent one of each of the four divisions of participants within the literary work: the victims, the townspeople, the investigators, and the criminals. You may focus on these groups in any order, but consider that Capote will likely focus on “the victims” in the earlier sections. For each passage, you will photo-copy the text (or type it up) to create a clean, attractive copy; include Part, Chapter and Page(s) on your copy. Then, you will annotate all four excerpts using the notation directions.
Notation Directions (for each passage): On each passage, complete (and clearly label) the following:
1) In the space at the top of your passage (or on the back), clearly answer the following: What is happening at this point in the text? (Provide the context. Make sure to include the 5 Ws [who, what, where, when, why].)
2) Mark the following elements on the excerpts:
a. Meaningful diction (nouns, verbs, adjectives, and adverbs) in the passage. Comment marginally (read: in the margin) on at least five of these words, considering: (1) What connotations/emotions/tone do the word choices create? (2) Are the word choices similar throughout the passage or is there a shift? What do the words suggest about the characters, setting, conflict, etc.? What is the author’s purpose in selecting these particular words? [Hint: In general, marginal comments will take the form of a phrase such as: conveys ________, shows _________, suggests _________, fitting because _________ , or significant because _________.] Example: In the opening passage of the non-fiction piece, Capote describes the “village” of Holcomb as “a lonesome area” in order to _____________.
b. Meaningful punctuation choices (dashes, parentheses, ellipses, etc.). Comment marginally on one aspect of the syntax that seems meaningful to you. See above.
c. Narrative strategies and one rhetorical device. (I have listed ideas in the boxes below; the list is not comprehensive.) Label the strategy or device marginally and briefly comment on its effect.
d. Bracket around two 5-10 line blocks of text within the passage; for each, choose an appropriate tone. Be as precise as possible in choosing tone words; consider using adjectives. Again, notate the author’s purpose in creating the tone.
Part II – “Free” Response
After reading you must respond to ONE of the following Free Response Question options. This 500-600 word essay (the first three paragraphs of this document are, taken together, 241 words long) must be typed in MLA format (12-point font, double spaced, Times New Roman). You will need to print and attach the essays to the back of your Rhetorical Analysis work (see Part I) and again, submit on the first day of class.
Free Response Question #1
The theme of American middle-class is central to Capote’s text. Read the passage from the section “The Last to See Them Alive” from Capote’s In Cold Blood, starting from “the master of River Valley Farm, Herbert William Clutter,” and ends several pages later with “had small reason to complain.” Then, write a well-organized essay in which you analyze how Capote uses the Clutter family to represent the rising middle-class in 1950’s America. Be certain to ground all of your assertions firmly in the text. Do not merely summarize the passage.
Free Response Question #2
Carefully read the passage from “The Corner” section of the book, beginning with “But had Mr. Jones been permitted to discourse,” and ending with “the amateur analyst reached conclusions not dissimilar.” Then, write a well-organized essay in which you evaluate the effectiveness of Capote’s inclusion of the report. Be certain to justify your stance with evidence from the text. Do not merely summarize the plot.
Terms for use with Notation Directions, #2, a-d
This first list, list A, are some strategies and devices for narrative writing you may be familiar with from English 9 and English 10:
LIST A – Narrative Strategies
point of view flash forward and flashback
conflicts / tension / suspense figurative language
imagery voice (of narrator)
verb tense sentence length (rhythm, pacing)
irony language (colloquial, informal, jargon, etc.)
focus (of a chapter, of a paragraph, etc.)
This second list, list B, are rhetorical devices and terms that may be unfamiliar to you. Look up the most challenging words and do the best you can to use them. This will give you a head start on the new, challenging concepts will wrestle with during this coming year.
LIST B - Rhetorical Devices
rhetorical question contrasts
AP U.S. History
Summer Reading List 2016
Dear friend, the following is a list of recommended titles for your summer reading. It is STRONGLY RECOMMENDED that you read at least TWO titles from the list or of your choosing outside of this list. Clearly, this is not an exhaustive list of American History titles. It is a sampling of recommended titles for your summer reading. Many, many, many more could be listed. You get the picture. The idea is to READ, READ, READ!!!!
Matthew Aid, The Secret Sentry: The Untold Story of the National Security Agency (New York: Bloomsbury Press, 2009)
Glen Alschuler and Stuart Blumin, The GI Bill: The New Deal for Veterans (Pivotal Moments in American History) (Boston: Penguin [Non-Classics], 2009)
Russell S. Bonds, Stealing the General: The Great Locomotive Chase and the First Medal of Honor . 1st Edition (Westholme Publishing, 2008)
Alan Brinkley and Davis Dyer, The American Presidency (Boston, New York: Houghton Mifflin Company, 2004)
Bryan Burrough, Public Enemies: America’s Greatest Crime Wave and the Birth of the FBI, 133-34 (Boston: Penguin [Non-Classics], 2009)
Richard Cheney, Kings of the Hill: How Nine Powerful Men Changed the Course of American History (New York: Touchstone, 1997)
Robert Dallek and Terry Golway, John F. Kennedy in His Own Words: Let Every Nation Know (Sourcebooks MediaFusion, 2006)
David Hackett Fischer, Washington’s Crossing (Pivotal Moments in American History) (New York: Oxford University Press, 2006)
Timothy M. Gay, Satch, Dizzy, and Rapid Robert: The Wild Saga of Interracial Baseball Before Jackie Robinson (New York: Simon and Schuster, 2010)
Nancy Gibbs and Michael Duffy, The Presidents Club: Inside the World’s Most Exclusive Fraternity (New York: Simon and Schuster, 2013)
Drew Gilpin Faust, This Republic of Suffering: Death and the American Civil War (New York: Vintage Books, 2008)
Winston Groom, Patriotic Fire: Andrew Jackson and Jean Laffite at the Battle of New Orleans (Vintage) (New York: Vintage, 2007)
Eric Foner, Who Owns History: Rethinking the Past in a Changing World (New York: Hill and Wang, 2002)
John Garraty, Historical Viewpoints (New York: Longman, 2002)
Mark Halperin and John Heilemann, Game Change: Obama and the Clintons, McCain and Pailn, and the Race of a Lifetime (New York: Harper, 2010)
Thomas C. Holt, Children of Fire: A History of African Americans (New York: Hill and Wang, 2010)
Tony Horwitz, Confederates in the Attic (New York: Vintage Books, 1998)
Carol Hymowitz and Michaele Weissman, A History of American Women (New York: Bantam Books, 1978)
Dr. Martin Luther King, Jr., The Autobiography of Martin Luther King, Jr. (New York, Boston: Warner Books, 2001)
Walter LaFaber, America, Russia, and the Cold War, 1945-1992 (New York, NY.: McGraw-Hill, Inc.)
James Loewen, Lies Across America: What Our Historic Sites Get Wrong (New York: Touchstone – Simon and Schuster, 2000)
Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong (New York: Touchstone – Simon and Schuster, 1995, 2007)
Candice Millard, Destiny Republic: A Tale of Madness, Medicine and the Murder of a President (New York: Random house, Inc., 2011)
Gary B. Nash and Ronald Schultz, Retracing the Past, Volumes 1 and 2 (New York: Longman, 2002)
James Nelson, George Washington’s Secret Navy: How the American Revolution Went to Sea, 1st Edition (Camden, Maine: International Marine/ Ragged Mountain Press, 2009)
Lynne Olson, Citizens of London: The Americans Who Stood with Britain in Its Darkest, Finest Hour (New York: Random House, 2010)
M. William Phelps, The Devil’s Rooming House: The True Story of America’s Deadliest Female Serial Killer (New York: The Lyons Press, 2010)
Kevin O’Reilly, Evaluating Historical Viewpoints: Critical Thinking in United States History Series (Pacific Grove, CA.: Midwest Publications, 1990)
Jackie Robinson, I Never Had It Made: An Autobiography (HarperCollins Publishers, Inc., 1995)
Alexander Rose, Washington’s Spies: The Story of America’s First Spy Ring (United States and Canada: Bantam, 2007)
Arthur Schlesinger, Jr., The Age of Jackson (Boston: Back Bay, 1945)
Jeff Shaara, The Steel Wave: A Novel of World War II, Chicago: Ballantine Books, 2009)
Upton Sinclair, The Jungle (New York: Barnes and Noble Classics, 2003)
Storing, What the Anti-Federalists Were For (Chicago: University of Chicago Press, 1981)
The Federalist Papers
B.M. Touhill, Readings in American History (River Forest, IL.: Laidlaw Brothers, 1970)
Malcolm X, The Autobiography of Malcolm X (As Told to Alex Haley) (New York: Random House, 1973, 1992)
Lawrence Wittner, Cold War America: From Hiroshima to Watergate (Expanded Edition) (Fort Worth, TX.: Holt, Rinehart, and Winston, Inc., 1978)
Gordon S. Wood, Myths of the Revolutionary Era (New York: Knopf Doubleday Publishing Group, 1993)
Howard Zinn, A People’s History of the United States (New York: Harper Perennial, 2005)