zilongwang/ReadingBank huggingface dataset:
AP US Government This class is taught in 1 semester on a modified block schedule. Classes are 85 minutes in length. Schedule (Spring 2014) Course Text: Bianco, William T. and David T. Canon. American Politics Today, 3rd Essentials Edition, 2013, WW Norton Supplemental Reader: Serow, Ann G. and Everett C. Ladd, Editors, The Lanahan Readings in American Polity, 2011, Lanahan Publishers Inc. Current Events Readings: The New York Times Calendar Topic/Text Chapter Readings Week 1 – December 1-8 (3 classes) Introduction Text 1-18 Kammen, “People of Paradox” Bellah, “Habits of the Heart” Week 2 – December 10-15 (3 Classes) Constitution Text 22-48 Hofstadter, “The American Political Tradition” Mill, “The Elite” Dahl, “Who Governs?” Madison, “Federalist 51” Week 3 – January 5-9 (2 Classes) Constitution Small Group FRQ Practice Week 4 – January 12-16 (3 Classes) Federalism Text 54-83 Madison, “Federalists 39 and 46” Quiz Elazar, “American Federalism” Karch, “Democratic Laboratories” Week 5 – January 19-23 (1 Class) Federalism Group FRQ Practice Week 6 - January 26-30 (3 Classes) Politics Text 124-153 Judis, “America, the Liberal” Quiz Rothenberg, “Is 2008 a Realigning Election?” Week 7 – February 2- 6 (2 Classes) Political Parties Text 160-186 and 190-223 and Elections Burnham, “Critical Elections and the Mainsprings of American Politics”
Week 8 – February 9-13 Parties and Elections Individual FRQ Week 9 – February 16-20 (1 class) Mid-Term Exam Week 10 – February 23-27 (2 classes) Interest Groups Text 228-250 Skinner, “More Than Money” Week 11 – March 2-6 (3 Classes) Institutions: Text 254 -288 Congress Mayhew, “Congress, The Electoral Connection” Binder, “Stalemate” Starobin, “Pork, A Time Honored Quiz Tradition Lives On” Spring Break March 9-13 (3 Classes) Individual FRQ Week 12 – March 16-20 ( No Class) Week 13 – March 23-27 (2 Classes) Presidency Text 292-318 Cairo, “The ‘Imperial Presidency’ Triumphant” Troy, “Leading from the Center” Patterson, “The White House Staff” Week 14 – March 30- April 3 (3 Classes) Presidency/ Text 322-349 Bureaucracy Light, “A Government Ill Executed” Quiz Week 15 – April 6-10(2 Classes) Judiciary Text 354-382 O’Brien, “Storm Center” Yalof, “Pursuit of Justices” Week 16 – April 13-17 (3 Classes) Civil Rights/ Text 88-119 and 388-419 Civil Liberties Individual FRQ Week 17 – April 20-May 1 (5 Classes) Economic and Text 424-461 Quiz Social Policy/ Key, “Public Opinion and American
The goal of this assignment is to begin to recognize physical features and locations in order to build background knowledge for areas that we will discuss throughout this school year. Part I: Map Work (100pts) Physical and Political Maps You will create a series of maps, please follow all of the directions as you work through this Map #1 will ONLY be Physical Features. (The World Map) Locate the following on the map provided; you will label each country, body of water, city and region listed below. You are also required to mark and label the capitals of all of these countries listed below. You will have a quiz worth 40pts on the first day of class that will require you to label/identify places on a map, and answer vocabulary questions associated with a map. Your quiz will only be based on Map #1/vocabulary, the others are for more general knowledge and building a foundation moving forward. Map #1 Map)--(The Rest of the maps will have their own specific instructions included in the back of the packet) Continents (Shade in each continent as a color LIGHTLY) Label and include the color in the key. Oceans (The Five Oceans) (Lightly each ocean a color and add it to the key) Other bodies of water (You can just color/draw these all as the same color and label them) Land Forms (Draw/shade these all as the same color and label them) North America South America Australia Africa Europe Asia Antarctica Pacific Ocean Atlantic Ocean Indian Southern (Antarctic Ocean) Artic Ocean St. Lawrence River Mississippi Ohio River Missouri River Rio Grande Colorado River Columbia River Mackenzie River Amazon River Parana River Nile River Congo River Niger River Danube Rhine River Yellow River Yangtze River Mekong River Ganges River Gulf of Mexico Bering Sea Panama Canal Lake Victoria Red Sea Mediterranean Sea Suez Canal Black Sea Persian Gulf Mountains Appalachian Mountains The Andes Mountains Atlas Mountains Sahara Desert The Great Plains Kalahari Desert Siberia Himalaya’s Gobi Desert Outback Great Barrier Reef
class religion or faith identity If you are stuck, ask yourself these two questions: What point is the author making about (insert abstract)? What is my inference analysis saying about (insert abstract topic)? Sample Evidence Chart Evidence Tieresias: How can I make you see this, Oedipus? Your family tree . . it has only one branch! – Sophocles, Oedipus Rex Inferences Context: Oedipus has sent for the prophet Tieresias to give him insight about the Oracle of Delphi’s mysterious order that they must punish King Laius’ murderer. Close reading: The word “see,” coming from the blind Tieresias is ironic: despite his lack of sight, he sees what is going on, but Oedipus, who is sighted, does not. So, what? This is interesting because, ironically, it is the blind Tieresias who must compel Oedipus to “see this” – that his “family tree . . . has only one branch,” a fact to which Oedipus is psychologically blind, though unlike Tieresias, Oedipus has the power of literal sight. Conclusions Here is where you note your conclusions using the questions above. Please have 5 that link more than one quote together. This is to be your own work. Copying from any source will result in a zero for all involved.
slavery. -John Brown’s attack on the federal arsenal at Harpers Ferry, Virginia hoping to trigger a slave rebellion but he failed and was later captured. - In 1855, proslavery Missourians increased the amount of fake votes for proslavery candidates resulting in the legalization of slavery in Kansas. This led to the Free-Soils, an abolitionist group, in creating their own government. In 1856, a proslavery group sent to arrest the Free-Soil leaders, attacked and killed several people. In revenge, John Brown murdered five proslavery settlers. the Supreme Court ruled that Scott was not a citizen of the US or Missouri. Abolitionists in the North rejected the decision and African Americans believed that there was no hope for justice. -In 1856, Charles Sumner, who was radical in his antislavery views, attacked the president of the South and the Senator of South Carolina. This resulted in the Senator’s cousin beating Sumner with his cane. -Emancipation Proclamation declared that the slaves in the rebelling states are to be free. -The 13th amendment formally abolished slavery throughout the US. What were the causes of the Civil War? (Nabil Y) The ongoing disputes of slavery in the United States The struggle between the federal government and jurisdiction over the right to regulate slavery such as the Dred Scott Case Abolitionist Movements transformed American Literature such as the novel Uncle Tom’s Cabin Lincoln’s “House Divided” speech which acknowledged the decline of peculiar institution The Missouri Compromise since advocates of slavery feared that if slavery was abolished in the new territories the political power of slave states would ultimately weaken Lincoln’s relentlessness to not compromise with his decision on the territories The election of Abraham Lincoln in 1860 which angered the South especially South Carolina The formal separation and secession of Southern states into the Confederate States of America The attack at Fort Sumter in April 1861 by Confederate troops which begun the war and exemplified how Lincoln extended his presidential authority CHART: Compare and contrast the advantages / disadvantages and military strategies between the North and South (Tickler-In Class Example) SOUTH
ADVANTAGE The North had larger army which would lead to them being able to outlast the southern army. The North was able to quickly transport their resources quickly. With them being able transport their products faster they were able to maintain a strong economy. PLAN, the basic plan was to blockade ports of the South and to stop all on the River so no cotton military leaders like General Robert E. Lee and Jackson lead to early victories. HIGH DUE TO of the territory (home court
2. This photograph (Fig. 4.9) of Sun City, South Africa celebrates traditional South African culture. raises questions about the authenticity of places. portrays South Africa as a backward and poor. portrays the site as a global place. All of the above. 3. This graph (Table 5.2) suggests that the U.S. Census Bureau doesn’t count American Indians. that in 2050 the “Asian Alone” population will decline. that in 2050 the “Black Alone” population will change significantly that in 2050 the “White, non Hispanic” population will no longer be the majority population in the United States. All of the above.
increased farming technology that was developed during the Second Agricultural Revolution. Planned agricultural economies are those in which the government controls the supply and price of agricultural goods. Ex. USSR 5 Principle Differences between Commercial & Subsistence 1. Purpose (C= profit, S= survival) 2. Effort (C= more capital intensive, S= more labor intensive) 3. Labor (C= less people, more machines, S= more people, less machines) 4. Land (C= large farms, S= small farms) 5. Economics (C= part of agribusiness, S= industry) Unit 6- Industrial & Economic Geography Economic Sectors Primary Sector The primary sector of the economy extracts or harvests products from the earth. The primary sector includes the production of raw material and basic foods. Activities associated with the primary sector include agriculture (both subsistence and commercial), mining, forestry, farming, grazing, hunting and gathering, fishing, and quarrying. The packaging and processing of the raw material associated with this sector is also considered to be part of this sector. Secondary Sector The secondary sector of the economy manufactures finished goods. All of manufacturing, processing, and construction lies within the secondary sector. Activities associated with the secondary sector include metal working and smelting, automobile production, textile production, chemical and engineering industries, aerospace manufacturing, energy utilities, engineering, breweries and bottlers, construction, and shipbuilding. Tertiary Sector
(C) A steel mill and a grocery store (D) A pizza parlor and a tire manufacturing plant (E) A university and a military base 18. The sector model of city structure assumes that typical spatial behavior involves people commuting primarily (A) around the outer belt (B) in and out of downtown (C) within downtown (D) within neighborhoods (E) between adjacent cities Answers to Multiple-Choice Questions 1 – c 2 – b 3 – a 4 – c 5 – e 6 – b 7 – d 8 – a 9 – b 10 – c 11 – a 12 – c 13 – b 14 – b 15 – e 16 – b 17 – c 18 – b
AP Human Geography: World Regions—A Big Picture View AP Geography: World Regions—A Closer Look USA Know all of the states Canada Know all of the provinces East Asia, Southeast Asia, and Oceania Australia Brunei Cambodia East Fiji Indonesia Japan Laos Malaysia Mongolia Myanmar New Caledonia New Zealand North Korea Papua New Guinea Philippines Singapore Solomon Islands South Korea Taiwan Thailand Vanuatu Vietnam South and Central Asia Afghanistan Armenia Azerbaijan Bhutan Georgia India Kazakhstan Kyrgyzstan Nepal Pakistan Sri Lanka Tajikistan Turkmenistan Uzbekistan Eastern and Southern Africa Botswana Burundi Comoros Djibouti Eritrea Ethiopia Kenya Lesotho Madagascar Malawi Mauritius Mozambique Namibia Rwanda Somalia South Africa Sudan Swaziland Tanzania Uganda Zambia Zimbabwe West and Central Africa Angola Benin Burkina Faso Cameroon Central African Republic Chad Democratic Republic of Congo Equatorial Guinea Gabon Gambia Ghana Guinea Guinea-Bissau Ivory Cost Liberia Mali Mauritania Niger Nigeria Republic of the Congo Senegal Sierra Togo North Africa and Southwest Asia (Middle East) Algeria Bahrain Egypt Iran Iraq Israel Jordan Kuwait Lebanon Libya Morocco Oman Qatar Saudi Arabia Sudan (diff. country than South Sudan- many maps don’t reflect this change yet) Syria Tunisia Turkey United Arab Emirates Western Sahara Yemen Know both the West Bank and the Gaza Strip Eastern Europe Albania Belarus
Bosnia & Herzegovina Bulgaria Croatia Czech Republic Estonia Hungary Kosovo Latvia Lithuania Macedonia Moldova Montenegro Poland Romania Russia Serbia Slovakia Slovenia Ukraine Western Europe Andorra Austria Belgium Denmark Finland France Germany Greece Iceland Italy Luxembourg The Netherlands Norway Portugal Spain Sweden Switzerland United Kingdom South America Argentina Bolivia Brazil Chile Colombia Ecuador French Guiana Guyana Paraguay Peru Suriname Uruguay Venezuela North and Central America Bahamas Belize Canada Costa Rica Cuba Dominican Republic El Salvador Guatemala Haiti Honduras Jamaica Mexico Nicaragua Panama Puerto Rico United States
Course Map Grading Topic AP Exam Alignment Core Standards Competencies Vocabulary and Terminology Support Reading Literature 4 Reading Informational Text 4 Language 4-6 ENG106-4 Writing Process Support Writing 4-8, 10 Language 1-3 ENG105-1 ENG105-3 ENG105-5 ENG106-5, ENG 106-6, ENG106-7 Critical Reading Multiple Choice Reading Literature 1-3, 5-10 Reading Informational Text 1-3, 5-10 ENG105-2 ENG106-1 Argument Writing Essay Writing 1, 9 ENG106-1, ENG106-2 Rhetorical Analysis Writing Essay Writing 1, 9 ENG106-2 Synthesis Writing Essay Writing 2, 9 ENG105-4 Grading Topic: Vocabulary and Terminology 4 In addition to meeting the Learning Goal, students demonstrate complex and autonomous analysis of word meaning and usage.
Rhetorical Analysis Writing 4 Student’s performance reflects exceptional facility with the whole of the learning goal. 8 or 9 8 or 9 3.5 Student’s performance reflects exceptional facility with some but not most 3 learning targets 6 or 7 7 3 Students demonstrate they have the ability to: Construct complex rhetorical analysis essays within a fixed time constraint that responds to an assigned prompt Construct complex rhetorical analyses over time and through multiple drafts that attend to rigorous academic requirements 5 6 Learning Goal 2.5 Student’s performance reflects success on some but not all Level 3 learning targets 4 5 2 Students demonstrate they have the ability to: Identify the critical components of rhetorical analysis Produce brief rhetorical analyses that attend to specific elements of rhetoric 3 4 1.5 Student’s performance reflects success on some but not all Level 2 learning targets 2 3 1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. 1 1 or 2 Grading Synthesis Writing 1 2 4 Student’s performance reflects exceptional facility with the whole of the learning goal. 8 or 9 8 or 9 3.5 Student’s performance reflects exceptional facility with some but not most 3 learning targets 6 or 7 7
3 Students demonstrate they have the ability to: Construct complex synthesis essays within a time constraint that responds to an assigned prompt Construct complex synthesis writing over time and through multiple drafts that attend to rigorous academic requirements Evaluate and infuse evidence from provided sources 5 6 Learning Goal 2.5 Student’s performance reflects success on some but not all Level 3 learning targets 4 5 2 Students demonstrate they have the ability to: Identify the critical components of synthesis writing Produce brief synthesis responses that attend to specific elements of synthesis writing Support thesis through cited evidence from provided sources 3 4 1.5 Student’s performance reflects success on some but not all Level 2 learning targets 2 3 1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. 1 1 or 2 Concurrent Credit Information
AP Lit. Literary Analysis Sheet Name:___________________________ Title: Author: Date of Publication Genre: *literary era: *information about the era: (historical, philosophical, etc.) *setting (explain the significance of the setting) *plot bullets:
Course Content: (Tentative and subject to change) First Semester: August: Course Introduction Distribution and discussion of course syllabus, expectations, and “Why We Read” “Why We Tell Stories and How We Do It” “The Big Picture: Analyzing Fiction and Drama” Trifles – Susan Glaspell Analysis Essay September: New World – Aldous Huxley Identifying Literary Elements Applying Literary Devices Possible Themes: Science, Sex, Power, Suffering, Literature and Writing, Freedom and Confinement, Isolation, Drugs and Alcohol, Identity, Spirituality, Society and Class, Dissatisfaction Short Story Project AP Open Prompt October: Frankenstein – Mary Shelley Literary Devices/Allusions AP Passages: Pre 20th - Century Possible Themes: Life, Consciousness, and Existence, Science, Appearances, Revenge, Family, Exploration, Language and Communication, Compassion and Forgiveness, Sacrifice, Lies and Deceit, Secrecy, Fate and Free Will Short Story Project Prompt November: Othello (No Fear Edition) – Shakespeare Specialized, Archaic, and Unfamiliar Diction Possible Themes: Jealousy, Race, Gender, Sex, Marriage, Manipulation, Warfare, Hate, Identity Prose Passages (Multiple Choice) Short Story Project Open Prompt Prose Prompt December: Summer Reading: Song of Solomon -Toni Morrison; One Flew Over the Cuckoo’s Nest – Ken Kesey; The Sound and the Fury –
POETRY SET 2 CHALLENGE POEMS “In a Station of the Metro” By, Ezra Pound The apparition of these faces in the crowd; Petals on a wet, black bough. [From Ms. L – Yes, the poem is actually this long.] “Jabberwocky” By, Lewis Carroll ’Twas brillig, and the slithy toves Did gyre and gimble in the wabe: All mimsy were the borogoves, And the mome raths outgrabe. “Beware the Jabberwock, my son! The jaws that bite, the claws that catch! Beware the Jubjub bird, and shun The frumious Bandersnatch!” He took his vorpal sword in hand; Long time the manxome foe he sought— So rested he by the Tumtum tree And stood awhile in thought. And, as in uffish thought he The Jabberwock, with eyes of flame, Came whiffling through the tulgey wood, And burbled as it came! One, two! One, two! And through and through The vorpal blade went snicker-snack! He left it dead, and with its head He went galumphing back. “And hast thou slain the Jabberwock? Come to my arms, my beamish boy! O frabjous day! Callooh! Callay!” He chortled in his joy. ’Twas brillig, and the slithy toves Did gyre and gimble in the wabe: All were the borogoves, And the mome raths outgrabe.
I We are the hollow men We are the stuffed men Leaning together Headpiece filled with straw. Alas! Our dried voices, when We whisper together Are quiet and meaningless As wind in dry grass or rats' feet over broken glass In our dry cellar Shape without form, shade without colour, Paralysed force, gesture without motion; Those who have crossed With direct eyes, to death's other kingdom Remember us - if at all - not as lost Violent souls, but only As the hollow men The stuffed men. II Eyes I dare not meet in dreams In death's dream kingdom These do not appear: There, the eyes are Sunlight on a broken column There, is a tree swinging And voices are In the wind's singing More distant and more solemn Than a fading star. Let me be no nearer In death's dream kingdom Let me also wear Such deliberate disguises Rat's coat, crowskin, crossed staves In a field Behaving as the wind behaves No nearer - Not that final meeting In the twilight kingdom III This is the dead land This is cactus land Is it like this In death's other kingdom Waking alone At the hour when we are Trembling with tenderness Lips that would kiss Form prayers to broken stone. IV The eyes are not here There are no eyes here In this valley of dying stars In this hollow valley This broken jaw of our lost kingdoms In this last of meeting places We grope together And avoid speech Gathered on this beach of this tumid river Sightless, unless The eyes reappear As the perpetual star Multifoliate rose Of death's twilight kingdom The hope only Of empty men. V Here we go round the prickly pear Prickly pear prickly pear Here we go round the prickly pear At five o'clock in the morning. Between the idea And the reality Between the motion And the act Falls the Shadow For Thine is the Kingdom Between the conception And the creation Between the emotion And the response Falls the Shadow Life is very long Between the desire And the spasm Between the potency And the existence Between the essence And the descent
Memorable Quotations (Select at least 4 quotations – 1 from each quarter of the book. Include page number for each quotation - or a % point for ebooks) Significance of Quotations (How does this quotation reflect a theme, symbol, characterization, turning point, etc?) Characters Include 3 – 6 major characters Name Role in story (Relationship to other characters, protagonist, antagonist, etc.) Significance (Why is this character important? How does this character develop or demonstrate theme?) Adjectives (How would you describe this character if he or she were real? List 2-3 adjectives for each character.)
Personification – the technique by which animals or inanimate objects take on human characterisitics. Proverb – a saying that expresses some commonplace truth or bit of folk wisdom. “A stitch in time saves nine.” Pun- a play on that are either identical or very similar in sound but very different in meaning . Ex. “You can tune a piano, but you can’t tuna fish.” Simile – a less direct metaphor, using like or as. “He is like a pig.” Syllogism – A form of logical reasoning, consisting of two premises and a conclusion. Ex. All rabbits have fur. Some pets are rabbits. Some pets have fur. Synesthesia – the description of one kind of sensation in terms of another. Ex. “That’s a loud shirt,” or “the cold smell of potato mold”. Synecdoche – figure of speech that utilizes a part as representative of the whole. Ex. “I just got some new wheels” obviously refers to an automobile. Literary Forms Allegory – a story in verse or prose in which characters represent abstract qualities. Anecdote – a brief narrative of an entertaining and presumably true incident. Didactic – Any text main purpose is to teach or instruct. Essay – a short written composition in prose that discusses a subject or proposes an argument without claiming to be a complete or thorough exposition. Essays can be formal, informal or humorous. Exemplum – brief tale told to illustrate a biblical text or to teach a lesson or moral. Fable – a brief tale that conveys a moral lesson, usually by giving human speech and manners to animals and inanimate things. – A type of drama related to comedy but emphasizing improbable situations, violent conflicts, physical action, and coarse wit over characterization or articulated plot. Parable – a brief tale intended to be understood as an allegory illustrating some lesson or moral. Parody – A composition that ridicules another composition by imitating and exaggerating aspects of its content. Pedantic – writing that borders on lecturing. Scholarly, academic, and often overly difficult and distant. Poetic Alliteration – the repetition of initial consonant sounds. Assonance – the repetition of identical or similar vowel sounds in neighboring words.
AP lit. terms # 1 Term for the following poetic foot: U/ Iamb Term for a metrical verse with 5 poetic feet Pentameter Di, tri, tetra, hex, and hep. Term for the pause/break in a poetic line caesura Type of verse that has no set meter, stanza length, rhyme scheme, etc. free Unrhymed iambic pentameter is called… Blank verse Term for the of a word so as to help maintain the meter of a poetic line elision Type of rhyme when changes within the vowel sounds of words intended to rhyme and only the final consonant sounds are identical: Ex: soul/oil and firth/forth Slant or half Term for the following poetic foot: UU/ anapest Paired words appear to match but without a true correspondence in sound, such as dive/give and said/maid Eye rhyme Pair of rhyming lines Rhyming couplet *include heroic couplet The substitution of one item for another item that it suggests or to which it is closely related, such as if a letter is in Milton’s own “hand, it means that the letter is in Milton’s own handwriting. metonymy Term for the following poetic foot: /U trochee Term for a poetic line in there is no punctuated “end stop.” enjambment *review virgule When nature mirrors the psychological state of the speaker Pathetic fallacy List 4 of poetic sound devices Alliteration Assonance Consonance Internal rhyme Poem that laments the loss of a friend, public figure, the past, or a loved one elegy A direct address to a dead, absent person, or an abstraction is called.. apostrophe Term for the blending of sensory experience is called…. synaesthesia The repetition of a word / phrase at the beginning of poetic lines is called… anaphora Term for the following poetic foot: // spondee Term for a type of figurative language that draws an elaborate, intricate, extended comparison between two different subjects conceit Rhymes that end on a stress, such as “van” and “span” masculine Term for the following poetic foot: /UU dactyl Identify the following rhyme scheme: aba bcb cdc ded etc. Terza rima Substitutes a part of something for the whole, such “ten sails” would stand for ten ships synecdoche
SRG Scale Score Topic: AP-Style Assessments AP Exam Score Conversion 4 In addition to meeting the learning goal, the student demonstrates in-depth inferences and applications that go beyond the goal. 90-100% 3.5 Student’s performance reflects exceptional facility with some, but not all Level 4 learning targets. 80-89% 3 Learning Goal Student’s performance reflects success on all Level 3 learning targets. 70-79% 2.5 Student’s performance reflects success on some, but not all, Level 3 learning targets 60-69% 2 Student’s performance reflects success on all Level 2 learning targets. 50-59% 1.5 Student’s performance reflects success on some but not all Level 2 learning targets 40-49% 1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. 20-39%
Schools of Economic Thought Activity Directions: Below you will see a bulleted list of the five Economic Schools of Thought. For each of the following questions, there will be a statement in the table cell that needs to be matched with one of the five Economic Schools of Thought. Type the Economic School of Thought that matches the statement in the blank table cell provided. Classical Keynesian Monetarist Supply Side Rational Expectation 1. Does the economy go to full employment automatically? Statement Yes, the economy moves to full employment in the long run Yes, in the long-run because people are rational and will take appropriate actions Yes, if government doesn’t have too many regulations and taxes Yes, if government stays out of the way No. The economy can be in equilibrium way below full employment School of Thought? 2. Recession cure? Statement Encourage savings through IRAs, tax cuts and reducing regulations on businesses Continue to increase the money supply at a constant rate Deficit spend or cut taxes or both Let wages fall due to labor competition; employers will hire more of the cheaper labor The only policy is an unexpected change School of Thought? 3. Inflation cause? Statement Too much AD or too little AS Too much regulation of business, too little savings, and no AS growth Free Square! Outside Shocks Too much money in the economy School of Thought? 4. Inflation cure?
Statement Reduce AD by increasing or decreasing spending Patience Patience . . . and a constant increase in money supply of 3% Only a surprise change will have any impact Less regulation, more savings, less government spending and less taxes to grow AS School of Thought? 5. Best known advocate? Statement John Maynard Keynes Milton Friedman Adam John Muth and Robert Lucas George Gilder and Ronald Reagan School of Thought? 6. Key Graph or Equation? Statement Laffer Curve ???? Savings = Investment MV=PQ Aggregate Expenditures Model School of Thought? 7. Favorite Quotation? Statement “Policymakers? We don’t need no stinking policymakers!” “Supply creates its own demand!” “In the long run we’re all dead!” “Government is not the answer; government is the problem!” TINSTAAFL “There is no such thing as a free lunch.” School of Thought?
AP Biology Name: Macromolecule Review Macromolecule Function Monomers or Building Block Components or functional groups of monomer Polymers Other notes (bonds types, ect) Carbohydrates 1. Ex: 2. Ex: 3. Ex: Proteins Nucleic Acids 1. Structure: 2. Structure: Lipids Different classes of lipids: 1. a. b. 2. 3.
3D: Analyze the energy in a collision to determine if the collision is elastic or inelastic and justify the answer. system. 2D: Identify when energy is conserved in a collision. Circular Motion Text and Resources Design a plan for collecting data to measure gravitational mass and to measure inertial mass and to distinguish between the two experiments. Analyze a scenario and make claims (develop arguments, justify assertions) about the forces exerted on an object by other objects for different types of forces or components of forces. Collect and analyze motion data for applied force and determine the relationship between the net force and the vector sum of the individual forces. Identify and define centripetal force, centripetal acceleration, gravitational field, gravitational force, inertial mass, gravitational mass College Physics Text: 6.1 – 6.6, 3.8 Topic 4 3 2 Circular Motion In addition to meeting the learning goal, the student demonstrates in-depth inferences and applications that go beyond the goal. Evaluate given data whether all the forces on a system or whether all the parts of a system have been identified. 3A: Approximate a numerical value of the gravitational field (g) near the surface of an object from its radius and mass relative to those of the Earth or other reference objects. 3B: Use Newton's law of gravitation to calculate the gravitational force between two objects. 2A: Apply g = GM/r2 to calculate the gravitational field due to an object with mass M, where the field is a vector directed toward the center of the object of mass M. 2B: Apply F = mg to calculate the gravitational force on an object with mass m in a gravitational field of strength g in the context of the effects of a net force on objects and systems.
Zeta z Eta h Theta th Iota i Kappa k Lambda l Mu m Nu n Xi x Omicron o Pi p r Sigma s Tau t Upsilon u Phi ph Chi ch Psi ps o Vector Z = 40 m/s at 70 degrees above the + x- axis. Here is the alphabet. You should learn it because many symbols in physics are represented by them. Also, if you plan to join a fraternity or sorority you will need to learn them. Take a look at this packet over the summer when you are extremely bored or there is bad weather. I do not want you to concern yourself with it right now~! I would rather you wait until the day before school starts and do it then. Enjoy your summer, and I look forward to teaching you next year. Mr. Peppard
19. The electrical resistance of the part of the circuit shown between point X and point Y is (A) 1.4 (B) 2.5 (C) 6.2 (D) 10 20. When there is a steady current in the circuit, the amount of charge passing a point per unit of time is: (A) the same everywhere in the circuit (B) greater at point X than at point Y (C) greater in the 2 resistor than in the 5 resistor (D) the same in the 2 resistor and in the 5 resistor 21. A certain coffeepot 2.0 A of current when it is operated on 110 V household lines. If electrical energy costs 10 cents per kilowatt-hour, how much does it cost to operate the coffeepot for 5 hours? (A) 2.4 cents (B) 4.8 cents (C) 8.0 cents (D) 11 cents Questions 22-24 Five identical light bulbs are connected to a 120 V power supply. Each light bulb has a resistance of 15 Ω. The switch is closed. 22. What is the net resistance of the circuit? (A) 3 Ω (B) 30.1 Ω (C) 40 Ω (D) 75 Ω 23. What is the current in the light bulb L1? (A) 1.6 A (B) 3 A (C) 8 A (D) 40 A
Multiple Choice Answers B B B D D A B C B C C D A C C A B C B D D C B D D A B C A, D B, D B, C A, D Free Response Answers a) Heating coils in parallel, voltmeter in parallel, ammeter in series. b) 1.3 A c) 11.35 V d) 14.9 W e) 4470 J a) Two resistors in series with the This reduces the currents to the required 0.5 A. b) 24 Ω c) 6 W a) 288 Ω b) 50 W c) The power is less. d) 0.42 A e) 80 V f) 40 V a) 24 Ω b) 0.6 V c) 0.15 A d) 6 V e) 1.5 W a) 8 Ω b) 1.3 A c) 10.7 V d) 2.25 W e) 1.7 W a) The 40W bulb does have a lower resistance than the 30W bulb so when the voltage across each is the same, the lower the resistance the higher the power. However the voltage is only the same for each bulb when they are connected in parallel. b) The 30W bulb does have a higher resistance than the 40W bulb so when the current though each light bulb is the same the higher the resistance, the higher the power. However, they will only have the same current when they are connected in series. c) Ranking: 2, 1, 3, 4 Corresponding powers: 40W, 30W, 9.4W, 7.1W
APUSH: SCHEDULE 2015-2016 School Year Weeks Monday Tuesday Wednesday Thursday Friday 9/4-9/4 NO SCHOOL LABOR DAY INTRODUCTION TO APUSH Thematic Understanding Student Goals: Building Knowledge of the Discipline of History U1- Before the English U1- Before the English 9/11-9/15 U1- Before the English Summer Reading Quiz U1- Before the English U2- The Colonial Experience U2- The Colonial Experience U2- The Colonial Experience ARN DUE: CH 3 Quiz: CH 3 9/18-9/22 U2- The Colonial Experience U2- The Colonial Experience U2- The Colonial Experience U2- The Colonial Experience U2- The Colonial Experience ARN DUE: CH 4 Quiz: CH 4 9/25-9/29 U2- The Colonial Experience Socratic Seminar- Ch. 3 & 4 Atlantic U2- The Colonial Experience U2- The Colonial Experience U2- The Colonial Experience U2- The Colonial Experience ARN DUE: CH 5 Quiz: CH 5 10/2-10/6 U3- A New Nation U3- A New Nation U3- A New Nation U3- A New Nation U3- A New Nation ARN DUE: CH 6 Quiz: CH 6 10/9-10/13 NO SCHOOL COLUMBUS DAY U3- A New Nation Socratic Seminar- Ch. 5 & 6 How Revolutionary was the Revolution? U3- A New Nation U3- A New Nation U3- A New Nation ARN DUE: CH 7 Quiz: CH 7
1998 Poem: “It’s a Woman’s World” (Eavan Boland) Prompt: The following poem was written by a contemporary woman, Eavan Boland. Read the poem carefully and then write an essay in which you analyze how the poem reveals the speaker’s complex conception of a “woman’s world.” It’s a World by Eavan Boland Our way of life has hardly changed since a wheel first whetted a knife. Maybe flame burns more greedily and wheels are steadier, but we’re the same: we milestone our lives with oversights, living by the lights of the loaf left by the cash register, the washing powder paid for and wrapped, the wash left wet: like most historic peoples we are defined by what we forget and what we never will be: star-gazers, fire-eaters. It’s our alibi for all time: as far as history goes When the king’s head gored its basket, grim harvest, we were gristing bread or getting the recipe for a good soup. It’s still the same: our windows moth our children to the flame of hearth not history. And no page scores the low music of our outrage. Appearances reassure: that there,
To an Athlete Dying Young To the Memory of Mr. Oldham IV. Epic Dream Song 14 The Songs of Maximus: Song 1 The of Maximus: Song 2 V. Imagist Helen Interlude Leda Nuit Blanche VI. Ode Ode for the American Dead in Asia Ode on Solitude Ode to the Midwest To Autumn To Fashion To Solitude You, Andrew Marvell VII. Pastoral I Wandered Lonely as a Cloud The Nymph’s Reply to the Shepherd The Passionate Shepherd to His Love Reverie in Open Air Sharks' Teeth The Spring Work without Hope VIII. Sestina The Mortician in San Francisco IX. Terza Rima Aria X. Villanelle One Art Sad Boy's Sad Boy Self-Help Sugar Dada Video Blues The Waking Wife’s Disaster Manual
SCORING: Each E is worth 1 point, and each P is worth ½ point. For answers that got 0.5, 1.5, 2.5, or 3.5 points, the overall score will be rounded up or down based on the overall quality of the response. 6: Probability Distributions (2013 Exam, #3) SCORING: 4: EEE 3: EEP 2: EEI, EPI, or PPP 1: EII or PPI 0: PII or III Topic 7: Binomial and Geometric Distributions (2011 Exam, Form B, #3)
Topic 12: Bivariate Data (2007 Exam, Form B #4) SCORING: Each E is worth 1 point, and each P is worth ½ point. For answers that got 0.5, 1.5, 2.5, or 3.5 points, the overall score will be rounded up or down based on the overall quality of the response. NOTE: the Free Response for 13 (next page) also uses this method of scoring. Topic 13: Confidence Intervals and Significance Tests with Bivariate Data (2011 Exam, #5) AP MULTIPLE CHOICE REVIEW ANSWERS Topic 1 1. E 2. E 3. B Topic 2 1. D 2. A 3. A Topic 3 1. B 2. A 3. B Topic 4 1. A 2. B 3. C 4. C Topic 5 1. D 2. A 3. D 4. A Topic 6 1. B 2. B 3. C 4. B Topic 7 None! Topic 8 1. D 2. A 3. B Topic 9 1. D 2. D 3. B Topic 10 1. B 2. D 3. E 4. D Topic 11 1. E 2. A 3. E Topic 12 1. B 2. C 3. E Topic 13
An Equal Opportunity Employer* Date of application _________________ Personal Data Name Last First Middle initial Current address Street/Box City State ZIP Code Other address where you may be reached Home phone Cell phone Other phone name that may appear on records (Used for certification, reference, and criminal history record checks) Position Data List the position(s) for which you are applying Credentials included with application: Résumé All teaching and professional certificates or licenses All transcripts showing degrees Date you can begin work __________________ Have you been employed by_________________________ISD in the past? Yes No If you answered yes, provide dates of employment______________________ Education/Training Name and location of schools attended Course of and major/minor Diploma, degree, certificate, or license granted Year graduated (College only)
• Neuron: Neuronal and synaptic transmission, psychopharmacology, drug abuse • Nervous System: Structural and functional organization • Brain: Research methodology, neuroanatomy, brain development and aging, hemispheric specialization • Endocrine System: Anatomy, HPA-axis, and immune system • Genetics and Heritability UNIT IV: SENSATION AND PERCEPTION Topics: • Psychophysics: Thresholds (absolute,Weber’s law), signal detection theory • Sensory Organs and Transduction: Visual (including vision and feature detection), auditory, olfactory, gustatory, proprioceptive (including kinesthetic and vestibular) • Perception: Attention, processing, illusions (including Gestalt psychology), and camouflage UNIT V: DEVELOPMENTAL PSYCHOLOGY Topics: • Methodology: Longitudinal and cross-sectional studies • Nature vs. Nurture (maturation versus learning) • Influential Theories: Piaget and cognitive development, Freud and psychosocial development, Kohlberg and moral development, Gilligan and gender differentiation • Infancy, Childhood, Adolescence, and Adulthood UNIT VI: INTELLIGENCE & PSYCHOLOGICAL TESTING Topics: • Psychological Testing: Methodology, norms, reliability, validity • Intelligence: Defining intelligence, history of intelligence and aptitude testing, nature/nurture issues • Giftedness & Mental Retardation UNIT VII: CONSCIOUSNESS, MEMORY AND LANGUAGE Topics: States of Consciousness: Waking, sleep and dreaming, hypnosis, altered states Consciousness and Information Processing and Dreams Hypnosis Drugs and Consciousness Near-Death Experiences Memory Phenomenon of Memory Encoding Storage Forgetting Memory Construction Improving Memory Language Thinking Language Thinking and Language Animal Thinking and Language UNIT VIII: MOTIVATION & EMOTIONS Topics: • Motivational Concepts: Instincts, drives, optimal arousal, Maslow’s hierarchy • Hunger and Eating Disorders • Sexuality and Sexual Orientation • Achievement Motivation: McClelland and the TAT, intrinsic versus extrinsic motivators • Physiology of Emotion: Fear, anger, happiness
-helps coordinate voluntary movement coordinate balance Thalamus -sensory switchboard -on top of brainstem -directs messages to the sensory receiving areas in the cortex -transmits replies to the cerebrum and medulla -receives information from all senses except smell Limbic System -doughnut shaped system of neural networks -between brainstem and cerebral hemispheres - associated with emotions (fear aggression, etc.) -associated with drives (food, sex, etc.) -includes: hippo-campus, amygdala, hypothalamus and pituitary gland Amygdala -two almond shaped neural clusters -components of the Limbic System -linked to emotion Hippocampus -memory
“drill sergeant” “because I said so” Permissive -submit to children -few demands -little punishment Authoritative -demanding, yet responsive -explain their rules -encourage discussions -allow exceptions BABY REFLEXES Rooting -babies will turn head in the direction of a cheek that is touched Sucking -babies will suck on anything put in their mouth Grasping -babies will hold on to anything placed in their hands Move -when startled, babies will fling their limbs out, then quickly retract them to appear smaller -Babinski –if a baby’s foot is stroked, it will spread its toes MARY AINSWORTH – ATTACHMENT Secure Attachment – 66% -confidentially explored environment
-sensory energy being converted to neural energy is composed of electromagnetic with wavelengths and amplitudes. Wavelength determines hue or pitch Amplitude determines intensity, brightness or loudness THE EYE Cornea: protective Pupil: adjustable opening, controlled by the iris Iris: muscle around the iris. It is the coloured part Lens: transparent oval that changes shape to help focus images on the retina Retina: light sensitive inner surface of the eye, contains receptor cells (rods & cones) Rods: lets us see light Cones: lets us see colors Spot: small region in the back of the eye with no receptor cells Young-Helmholtz Trichromatic Theory -light is detected by three kinds of cones -ones for blue, ones for red and ones for green -combinations create other colors Opponent Process Theory -color is processed by the opponent colors -red, blue, yellow, black, white -you can’t see a bluish yellow
SRG Scale Score Topic: AP-Style Assessments AP Exam Score Conversion 4 In addition to meeting the learning goal, the student demonstrates in-depth inferences and applications that go beyond the goal. 90-100% 3.5 Student’s performance reflects exceptional facility with some, but not all Level 4 learning targets. 80-89% 3 Learning Goal Student’s performance reflects success on all Level 3 learning targets. 70-79% 2.5 Student’s performance reflects success on some, but not all, Level 3 learning targets 60-69% 2 Student’s performance reflects success on all Level 2 learning targets. 50-59%
Andrew Johnson Democratic (1865-1869) Andrew Johnson Democratic (1865-1869) Tenure of Office Act (1867) Ulysses S. Grant Republican (1869-1877) 15th Amendment (1869; ratified 1870) Civil Rights Act of 1875 Building Black Communities Sharecropping Compromise of 1877
AP EXAM REVIEW - PSYCHOLOGY Prologue Questions Trace the views of prescientific thinkers regarding the origins of knowledge and how the mind and body relate. Discuss early psychologists’ efforts to understand the structure and function of the mind. Identify the nature and scope of contemporary psychology. Describe psychology’s concerns regarding stability and change, rationality and irrationality, and nature and nurture. Briefly describe the different perspectives from which psychologists examine behavior and mental processes and explain their complimentarily. Identify some of the basic and applied research subfields of psychology, and differentiate the mental health professions of clinical psychology and psychiatry. Discuss several principles for effective learning, and explain the PRTR study method. Chapter 1 Questions Describe the hindsight bias, and explain how it often leads us to perceive psychological research as merely common sense. Discuss how overconfidence contaminates our everyday judgments. Explain how the scientific attitude encourages critical thinking. Describe the relationship between psychological theories and scientific research. Compare and contrast case studies, surveys, and naturalistic observation, and explain the importance of proper sampling. Describe both positive and negative correlations, and explain how correlational research can aid the process of prediction. Explain why correlational research fails to provide evidence of cause-effect relationships. Discuss how people form illusory correlations and perceive in random sequences. Identify the basic elements of an experiment, and discuss how experimental control contributes to causal explanation. Explain how bar graphs can be designed to make a small difference appear to be large. Describe the three measures of central tendency and the two measures of variation. Discuss three important principles in making generalizations from samples, and describe how psychologists make inferences about differences between groups. Explain the value of artificially simplified laboratory conditions in learning about principles of behavior, and discuss the generalizability of psychological research in terms of culture and gender. Explain why psychologists study animals, and discuss the ethics of experimentation with both animals and humans. Describe how personal values can influence psychologists’ research and its application, and discuss the possibility for misuse of research findings. Chapter 2 Questions Explain why psychologists are concerned with human biology. Describe the structure of a neuron, and explain how neural impulses are generated. Describe how nerve cells communicate, and discuss the impact of neurotransmitters and drugs on human behavior. trial
Generalized Anxiety Disorder – A general case/sense of anxiety. Panic Disorder – Person experiences terror and chest pain, choking, or other frightening sensations. Phobia – Persistent, irrational fear and avoidance of specific object or situation. OCD – Unwanted thoughts (obsessions) and/or actions (compulsions). Bad when interfere with the way we live or when they distress. Explanations for Anxiety Disorders Learning Perspective Stimulus Generalization Reinforcement Observational Learning Biological Perspective Evolution Mood Disorders – Psychological disorders characterized by emotional extremes. Dysthymic Disorder – State between blue moods and depression. Most days filled with down-in-the-dumps mood for 2 years or more. Chronic low energy and self esteem Difficulty making decisions and concentrating and eat too much or too little Depressive Disorder – Signs of depression last 2 weeks or more. #1 reason why people seek mental health services. Manic Episode – Hyperactive, wildly optimistic state. Bipolar Disorder – Alternates between hopelessness and lethargy of depression and overexcited state of mania. Facts: Depression is widespread. Behavioral and cognitive changes go hand-in-hand with depression. Women 2x more likely to experience major depression. Most major depressive episodes last less than 6 months. Stressful events often precede depression. With each generation the rate of depression increases and strikes at earlier ages. Explanations for Mood Disorders Biological Perspective Genetic Parent/sibling with depression before age 30 = higher risk Brain Norepinephrine = over-abundant in mania, scarce in depression. Serotonin = scarce during depression Social-Cognitive Perspective Pessimism, self-defeating beliefs Learned helplessness Attributions of blame for life’s issues
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Specifications/Format You followed the directions and have presented your review packet according to the specifications on the assignment sheet. You emailed your project by the due date. X You followed most of the directions and have presented your review packet according to most of the specifications on the assignment You have not followed the directions and have not presented your review packet according to the specifications on the assignment sheet.