Western Studies Summer Reading Assignment

This year we are going to spend some time examining our personal identities, the identities of the communities to which we belong, and the relationship among them as well as the impact that each has on the other. Think of it as an exploration of your global existence.

Your summer assignment has been designed to facilitate the beginning of this journey, in addition to laying the foundation for your curricular studies this year in Western Studies. This assignment will count as one full test grade in Western Studies English as well as a project grade in Western Studies History. There are eight parts to the assignment. In order to receive full credit, you will need to complete all eight parts.

Step 1: History Vocabulary

Step 2: Crash Course Video #1 https://www.youtube.com/watch?v=Spgdy

3HkcSs

Step 3: Crash Course Video #2

https://www.youtube.com/watch?v=Spgdy

3HkcSs

Step 4: English Vocabulary

Step 5: Read The Devil in the White City

Step 6: Reading Reaction

Questions

Step 7: Model of a Place You

Feel at Home

Step 8: Essay

Stop here! Did you complete steps 1-4? Do not move on to Step 5 until you’ve completed Steps 1-4!

Name: ____________________________________ ________ /15 points Western Studies History Summer Vocab Assignment Step One Define the following terms

1. Per Capita

2. Social Darwinism

3. Monopoly

4. Oligopoly

5. Sherman Antitrust Act

6. Collective Bargaining

7. Industrial Union

8. Interstate Commerce Act

9. Gilded Age

10. Philanthropist

11. Robber Barron

12. Captain of Industry

13. Political Machine

14. Graft

15. Subsidy

Name: ___________________________________ ________ /10 points Western Studies History Crash Course: The Gilded Age Politics Step Two Answer the questions below using the Crash Course video https://www.youtube.com/watch?v=Spgdy3HkcSs 1. Who helped give the Gilded Age its name?

2. What was the most infamous political machine?

3. Name two corrupt politicians from the Gilded Age mentioned in the video.

4. Describe the story of corruption that surrounded the NYC county courthouse (now the NYC Board of Education building).

5. In what ways could political machines be beneficial?

6. How were elections in big cities rigged?

7. Summarize one story of corruption at the level of the Federal government.

8. What reforms were passed to stop corruption?

9. What were the goals of the Populist Party?

10. Summarize 3 main ideas from this video:

Name: ___________________________________ ________ /10 points Western Studies History Crash Course: The Industrial Economy Step Three

Answer the questions below using the Crash Course video https://www.youtube.com/watch?v=r6tRp-zRUJs

1. What event helped spur industrial growth in the United States in the late 1800s?

2. Name 4 resources America possessed to help industrial growth.

3. Which cities became major industrial areas and what industries are the associated with them?

4. In what ways did railroads improve the American economy?

5. How did the American government help the growth of the railroad industry?

6. Describe how vertical consolidation works (Danforth Armour and his meat business is the example of this).

7. Describe how horizontal consolidation works (Rockefeller and Standard Oil is the example of this).

8. What were working conditions like in America at this time?

9. What was the goal of the American Federation of Labor?

10. Summarize 3 main ideas from this video:

Name: ____________________________________ ________ /15 points Western Studies English Marking Period 1 Vocabulary Step Four Define the following words using www.dictionary.com Put an asterisk (*) next to any words that appear in The Devil in the White City. 1. Acculturation (n)

2. Adamant (adj)

(n)

3. Adulation (n)

4. Adventitious (adj)

5. Adversary (n)

6. Affliction (n)

7. Altruistic (adj)

8. Anathema (n)

9. Antithesis (n)

10. Aplomb (n)

11. Approbation (n)

12. Archetype (n)

13. Berate (v)

14. Callow (adj)

15. Commiserate (v)

16. Dauntless (adj)

17. Decadence (n)

18. Decorum (n)

19. Dexterous (adj)

20. Egregious (adj)

21. Elicit (v)

22. Enjoin (v)

23. Epitome (n)

24. Equitable (adj)

25. Gauntlet (n)

26. Gregarious (adj)

27. Implicit (adj)

28. Indigenous (adj)

29. Infallible (adj)

30. Intercede (v)

31. Intrinsic (adj)

32. Inundate (v)

33. Irrevocable (adj)

34. Lurid (adj)

35. Magnanimous (adj)

36. Meritorious (adj)

37. Munificent (adj)

38. Occult (adj)

39. Panacea (n)

40. Paragon (n)

41. Pernicious (adj)

42. Plight (n)

43. Prerogative (n)

44. Pretentious (adj)

45. Provincial (adj) (n)

46. Regress (v) (n)

47. Reparation (n)

48. Restitution (n)

49. Salient (adj)

(n)

50. Sangfroid (n)

51. Sepulchral (adj)

52. Solace (n) (v)

53. Stalwart (adj)

(n)

54. Staunch (adj)

55. Subordinate (adj)

(n)

(v)

56. Tenet (n)

57. Ubiquitous (adj)

58. Unwieldy (adj)

59. Vehement (adj)

60. Zealot (n)

Name: ____________________________________ ________ /50 points Western Studies English Summer Reading: The Devil in the White City Steps 5 and 6 Read the book, The Devil in the White City, by Erik Larson. Consider and respond to the following questions as you are reading.

1. How would you characterize each of the main characters, Burnham and Holmes? Are their

identities consistent throughout the book? How might they see themselves? How are they alike? What is the main difference between men like Burnham and Holmes (other than the obvious one is a serial killer and the other is not)? (Suggestion: Use a Venn diagram to answer this question.)

2. Who was more powerful – Burnham or Holmes? Why do you think Erik Larson chose to tell

Burnham and Holmes' stories together? How did the juxtaposition affect the narrative (story)? Do you think they worked well together or would you have preferred to read about just Holmes or just Burnham? (Suggestion: Use a T chart with a short explanation at the bottom.)

3. Does a building have an identity (beyond its name)? Can architecture reflect an identity? How

did Holmes’ hotel contrast with the World’s Fair? (Suggestion: Create a cartoon in response to the prompt.)

4. Can a place have an identity? For example, Chicago is called The Windy City. How did it get this name (http://www.history.com/news/ask-history/why-is-chicago-called-the-windy-city)? What are some nicknames of some other cities and what are the origins of these nicknames? Give a nickname to your hometown and explain why you chose this name. (Suggestion: Create an advertisement that illustrates the nickname you’ve given to your hometown.)

5. The time period in the United States during the end of the 19th century is known as the Gilded Age (recall Step 2). How does The Devil in the White City illustrate the extreme contrasts (opulence and grandeur vs. poverty and degradation) of the Gilded Age in America? How is this time period both like and unlike contemporary America? Could this many murders and/or disappearances have gone undetected in a different city? What about today? (Suggestion: Create a web or collage of images from both time periods illustrating the luxury and the poverty.)

or

Name: ____________________________________ ________ /50 points Western Studies Summer Assignment: Surreal Identity Box and Essay Steps Seven and Eight Create a surreal identity box of your residence with a separate compartment for each room of your residence. Each compartment should reflect the “personality” of that room. When decorating these compartments, think about the purpose of the room, the people who frequent the room the most, the feelings you associate with this room, etc. You may choose to label the compartment, but labels are not required. The following is an example of a surreal box. (Yours does not have to look exactly like this.) **If you are uncomfortable creating a surreal box of your residence, you may choose to create a surreal box of some of your favorites spaces or those places where you spend most of your time. When you have completed your surreal box, choose one compartment and write an essay or a story about that compartment that addresses the following question: If these walls could talk, what would they say? Though this question often implies something unsavory or something that one would like to keep hidden, it can also mean that many interesting things have happened in a room or building. For example, Holmes’ hotel would tell a very different story than any of the buildings of The White City or even The White City itself. In fact, different rooms within Holmes’ hotel would tell two completely different stories. Your essay or story should not only describe the room but also capture its personality. Again, think about the room’s purpose, the people using it, and the feelings associated with it. See the attached rubric for additional guidelines and grading.

EXPOSITION NARRATIVE

TECHNIQUES/ DEVELOPMENT ORGANIZATION

& COHESION STYLE AND

CONVENTIONS RESOLUTION/ CONCLUSION

Not Proficient Partially Proficient Proficient Advanced Proficient

0-1 2 3-4 5

The text provides a setting that is unclear with a vague conflict, situation, or observation. It has an unclear point of view and underdeveloped narrator and/or characters.

The text lacks narrative techniques and merely retells events and/or experiences.

The text lacks a sequence or progression of experiences or events or presents an illogical sequence of events. The text lacks an identifiable tone and/or outcome

The text merely tells about events, experiences and/or characters. The text fails to adhere to the standards of English grammar.

The text may provide a conclusion to the events of the narrative

The text attempts to provide a setting and/or orient the reader, but sets up a vague or simplistic conflict, situation, or observation. It introduces a narrator and/or underdeveloped characters.

The text uses some narrative techniques, such as dialogue or description, and merely retells events and/or experiences.

The text creates a sequence or progression of events and/or experiences. The text lacks an identifiable tone and/or outcome.

The text uses words and phrases, telling details or sensory language to convey setting, experiences, events, and/or characters but with limited success. The text mostly adheres to the standards of English grammar.

The text provides a conclusion that somewhat follows from what is experienced, observed, or resolved over the course or the narrative.

The text orients the reader by setting out a conflict, situation, or observation. It establishes a point of view and introduces a narrator and/or developed characters.

The text uses narrative techniques, such as, dialogue, description, reflection, to show experiences, events and/or characters.

The text creates a logical progression of experiences and/or events using some techniques such as chronology, flashback, suspense, etc. …, to sequence events so they build on one another to create a coherent whole. These techniques build toward a particular tone and outcome.

The text uses words and phrases, telling details, sensory language, and tone to convey a vivid picture of the setting, experiences, events, and/or characters. The text also adheres to the standards of English grammar.

The text provides a conclusion that logically follows from what is experienced, observed, or resolved over the course of the narrative.

The text engages and orients the reader by setting out a conflict, situation, or observation. It establishes one or multiple clear and consistent point of view(s) and introduces a narrator and/or well-developed characters.

The text demonstrates deliberate and effective use of narrative techniques, such as engaging dialogue, pacing, vivid description, reflection, and multiple plot lines-to develop experiences, events, and/or characters.

The text creates a smooth progression of experiences and/or events using multiple techniques such as chronology, flashback, suspense, etc. …, to sequence events so they build on one another to create a coherent whole. These techniques build to a clear tone and outcome.

The text uses precise and sophisticated words & phrases, showing details, controlled sensory language, and mood to convey a realistic picture of the setting, experiences, events, and/or characters. The text adheres to the standards of English grammar.

The text builds to a conclusion that logically and artfully flows from the narrative and resolves the central conflict

Name: Scoring Rubric for Summer Reading Narrative Essay (Western Studies) Total: _________ /25

*If the essay does not fulfill the standards represented by the descriptions on this rubric, the grade will earn a score below 50% per teacher discretion.

**A student who does not address the writing prompt or produces an unintelligible response will earn a “0.”

Focus Areas