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Guías de lecturas de verano 11mo. grado
Español Undécimo grado Regular y AP
GUÍA DE LECTURA – VERANO 2020 Objetivo:
Continuar el desarrollo de las destrezas de comprensión e interpretación lectora.
Introducción:
El desarrollo del lector es un camino individual que se sostiene mediante la práctica de esta actividad tan importante para el estudiante, como para su crecimiento personal. No existe aprendizaje, hasta que puedas aplicar lo que has estudiado. Quiere decir hasta que puedas discutir o escribir sobre lo que has leído. Tendrás que leer la obra con cuidado, subrayar, tomar apuntes, estudiar los apuntes de la obra y aplicar tu conocimiento.
Aspectos que deben considerar:
1. Debe leer en un lugar adecuado en donde no haya distracciones, pero que
tampoco promueva el sueño. Es importante tener los materiales necesarios a la
mano (libro, marcadores, bolígrafo, diccionarios...) Recuerde que mientras más
concentrado esté, más rápida y amena será la lectura.
2. Mientras lees:
Luego de cada capítulo escribe un breve resumen. Esto te ayudará a recordar los detalles de la lectura.
Escribe las palabras que le ocasionan dificultad léxica y busca el significado o sinónimos. Es importante dominar todo el contenido de la obra.
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Subraya los personajes principales y secundarios. Destácalos con colores diferentes. Puedes hacer una tabla donde identifique cada personaje, sus respectivas descripciones y cualidades.
Determina la época y lugar en que ocurren los hechos. Revisa el orden de sucesos en la narración. No siempre es un orden
lógico y coherente. Pon atención al narrador/a de la obra, quién cuenta la anécdota. Elabora e interpreta los temas y los símbolos de la obra. Memoriza pasajes importantes o frases que se repitan. Apunta tus preguntas para discutirlas en la clase.
Lectura de 11mo Regular: El corazón de Voltaire de Luis López Nieves
Lectura del curso AP: La ciudad y los perros de Mario Vargas Llosa
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Colegio San Ignacio de Loyola
History Department
AP United States History
Summer Reading
Red, White and Black, The Peoples of Early North America by Gary B. Nash
1. Students must actively read chapter 1 - 7 during summer break.
As you read, it is expected that you underline or highlight key words and
phrases and make annotations in the margin to summarize points, raise
questions, challenge what you've read, jot down examples and so on. Read
critically by asking questions of the text. What is the author’s thesis? How does
the author develop arguments to support the thesis? How do examples provided
by the author illustrate the main arguments?
2. Basic Guide Questions
Chapter 1 - “Before Columbus”
o What is Nash’s thesis in this chapter? What arguments does he use to sustain
his thesis?
o According to the author, what factors made possible the marked diversity
among Native American peoples? Be sure to identify examples that
illustrate each argument.
o Which regional cultures does the author mention and what information does
he offer?
o Why does he lay emphasis on the Iroquois? What does he describe them in
great detail? What is his invitation to the reader?
o Compare and contrast European worldview to that of Native Americans’.
Chapter 2 - “Europeans Reach North America”
o What is Nash’s thesis in this chapter? What arguments does he use to sustain
his thesis?
o What is the author’s invitation in the first few paragraphs of chapter two?
o Identify Nash’s main argument regarding the Spanish conquest of the
Americas and the Atlantic exchange.
o Outline the Spanish, British and French colonization efforts in North
American.
o According to Nash, what images did the English have of Native Americans?
What accounted for these differences?
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Chapter 3 – “Cultures Meet on the Chesapeake”
o What is Nash’s thesis in this chapter? What arguments does he use to sustain
his thesis?
o Compare and contrast the demographic, economic and political
characteristics of the Roanoke experiment with Jamestown.
o Why was Jamestown successful?
o Describe English-Indian relations and explain the role played by
Pocahontas. What emerged from these encounters?
o What important differences does Nash establish between Spanish and
British relations with Native Americans?
o What is Nash’s concluding argument?
Chapter 4 – “Cultures Meet in the Northeast”
o What is Nash’s thesis in this chapter? What arguments does he use to sustain
his thesis?
o What was puritanism? How did puritanism influence the Northeast region?
o What were the major characteristics of the puritan experiment in
Massachusetts Bay colony? Why evidence supports the idea that the puritan
project was an elusive utopia?
o Characterize the relationship between Puritans and Native Americans.
o Explain the two theories held by the Puritans regarding land possession.
Chapter 5 – “The Coastal Societies: Resistance, Accommodation, and Defeat”
o What is Nash’s thesis in this chapter? What arguments does he use to sustain
his thesis?
o What are the major causes and consequences of Metacom’s War and
Bacon’s rebellion? What are their historical importance?
o What is the historical importance of the Tuscarora and Yamasee Wars?
o To what extent were Quaker-Native American relations different from
British-Native American relations in other colonies?
o Explain the quote “European trade had triumphed; European civilization
had not”.
Chapter 6 - “Europe, Africa and the Americas”
o What is Nash’s thesis in this chapter? What arguments does he use to sustain
his thesis?
o Explain the quote [slavery] “defined the context within which transferred
European traditions would grow and change”.
o According to Nash, what do recent studies of “precontact” African history?
o What factors led to the emergence and growth of the slave trade?
o Describe the ordeal of captured slaves.
o What were the major economic, political and social characteristics of
slavery in the North American colonies?
o Compare and contrast slavery in North and South America.
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Chapter 7 - “The African Ordeal Under Slavery”
o What is Nash’s invitation to the reader in the first paragraph of this chapter?
o According to Nash, what mechanisms did slaves create to cope with
slavery? How did they resist?
o What were the regional variations of North American slavery? Why did
these differences emerge?
o What dimensions should always be kept present when studying the
emergence of black culture in colonial America?
o Describe the basic components of slave culture: religion, work, family and
aesthetics.
Summer Reading Guide American Literature 11th REG and ADV
The Crucible by Arthur Miller
Welcome to my class. As I spend my summer preparing for next year, I am requiring that you spend some time preparing for next year as well. Summer work is not something I assign to take the fun out of your summer. Rather, summer work serves two purposes. First of all, summer work allows the mind to stay sharp so that no time is lost at the beginning of the school year remembering the skills you have forgotten from last year. In addition, summer work prepares you with background information on topics to be covered during your junior year. In essence, you are maintaining the skills you already have while you prepare for the future. The Crucible is available in your textbook or you may choose to purchase a copy. These questions are NOT to be handed in, but to help you in your understanding of the reading. You
should be able to answer these questions as you are reading the play.
The Crucible: STUDY GUIDE QUESTIONS
Act One
1. "So now they and their church found it necessary to deny any other sect its freedom, lest their New Jerusalem be defiled and corrupted by wrong and deceitful ideas." What is the irony in that statement?
2. Explain how the witch-hunt years were a time of "general revenge." 3. Identify Tituba, Abigail, and Betty. 4. Why does Mrs. Putnam believe there are witches in Salem? 5. Why is Thomas Putnam bitter? 6. Parris says, "Oh, Abigail, what proper payment for my charity! Now I am undone!" What does
that mean? 7. What is Mary's argument to Abby? 8. Describe Proctor. 9. What happened between Abigail and John Proctor prior to the opening of the play? 10. What was the "sign" that Betty was bewitched? 11. Identify Francis and Rebecca Nurse. 12. Explain the political relationship between the Putnam and Nurse families. 13. What did Rebecca do to Betty? 14. What is Rebecca's explanation of the girls' behavior? 15. "There are wheels within wheels in this village and fires within fires." Explain. 16. What is Proctor's reason for his not regularly attending church? 17. What does Parris want? 18. Giles says, "Think on it now, it's a deep thing, and dark as a pit." To what is he referring literally
and symbolically? 19. What do Putnam and Proctor argue about? What does this show? 20. Who is Rev. John Hale, and why does he come to Salem? 21. Hale says, "They [the books] must be [heavy]; they are weighted with authority." What is the
significance of this remark? 22. To what did Tituba confess? Why? 23. What do the girls do at the end of Act One?
Act Two
1. Where does Elizabeth want John to go, and what does she want him to do there? 2. What is John's response to her prodding? 3. What gift did Mary give Elizabeth? 4. What was the "evidence" against Sarah Good? 5. Why doesn't Proctor want Mary to go back to court? 6. Why does Elizabeth think Abigail wants to kill her? 7. Why did Hale come to Proctor's house? 8. What things are "suspicious" about Proctor and his family? 9. Hale asks Elizabeth if she believes in witches. What is her reply? 10. On what charge(s) was Rebecca Nurse arrested? 11. Why does Cheever come to the Proctor house? 12. Explain the significance of the needle in the "poppet." 13. What will happen to Proctor if he tries to discredit Abby? 14. Why doesn't Mary want to testify about the doll?
Act Three
1. Why do Giles and Francis want to talk to Danforth? 2. What is Parris's argument against Proctor? 3. What does Mary tell Danforth? 4. When Danforth hears that Elizabeth is pregnant, what does he allow? 5. What paper did ninety-one people sign? 6. ". . . a person is either with this court or he must be counted against it, there be no road
between." Explain the importance of Danforth's statement. 7. What quote did Proctor use to help Mary remain brave? 8. Of what does Giles accuse Putnam? 9. What is Hale's problem as Proctor and his friends present evidence to Danforth? 10. Hawthorne thinks of a test for Mary. What is it? Can she do it? Why or why not? 11. Proctor calls Abigail a whore, and he confesses his lechery. Danforth tests Proctor's statement
by calling for Elizabeth and asking her why Abigail was dismissed. What does Elizabeth say? Why?
12. What do the girls do to Mary? What is her response? 13. What happens to Proctor? 14. What does Hale do?
Act Four
1. What explanation does Cheever give for Parris' "mad look"? 2. What did Abigail do? 3. Parris says, "You cannot hang this sort. There is danger for me." What "sort" does he mean, and
what is the danger to him? 4. Explain Danforth's reason that a pardon would not be just. 5. Why has Hale come back to Salem? 6. What does Hale want Elizabeth to do?
7. What happened to Giles? 8. Proctor says, "My honesty is broke, Elizabeth, I am no good man." Explain. 9. What "confession" did Elizabeth make to John? 10. What did Proctor do after he signed the confession? Why? 11. "I have given you my soul; leave me my name!" Explain. 12. "He have his goodness now. God forbid I take it from him!" What does Elizabeth mean?
