The senior thesis writer must complete the reading list suggested by his advisor and approved by the Jackson Scholars Director.
HIST 415 /6 History | HIST 415/416Obtain and read The Myth of the Robber Barons: A New Look at the Rise of Big Business in America by Burton W. Folsom, Jr. (ISBN: 0963020315). A quick read (135 pages of text) and a great insight into historical research and analysis.
Answer one of the following questions in 3 to 5 handwritten pages citing specific examples and evidence from this book:
1) Evaluate the extent to which technology changed life in the United States from 1800-1920.
2) Evaluate the extent to which the large companies impacted American Society from 1840-1920.
Note: Do not use block quotes, explain in your own words. Referencing the book is good but don’t just quote it- analyze and explain it. See AP Rubric for additional style and content guidelines- Long Essay Question Rubric.
HIST 517 /8 History | HIST 517/518Optional Summer Assignment: read The Guillotine and the Cross by Warren Carroll. During the first week of school, we’ll set up a time to take an essay-test, asking you to demonstrate a knowledge of the book’s major themes, by answering with sufficient detail. This assignment will earn you extra credit for your first quarter grade.
You will need to purchase the book through Sophia Institute Press:
If you have any questions, feel free to reach out to me.
LATIN 221 /2 Classics | LATIN 221“Due Date”: First day of school.
The Summer Assignment for all students preparing to take Intermediate Latin during the 2024-25 academic year is simply to STUDY.
Now, how often should each prospective Intermediate Latin student study and what should he study?
Study multiple days throughout the summer, indeed throughout each week, in increments of just 15-30 minutes of fully concentrated work.
Attached are sample and template quizzes (for DNA’s, Verb Synopses and Parsing Exercises) to use for accomplishing such studying in the most productive ways possible. Indeed ACTUAL quizzes just like these will be administered during the first week and a half of the new school year and will provide the foundational basis for each student’s first-quarter grade! Further, note that the sample quizzes already have vocabulary included; for the template quizzes, students can choose any Latin vocabulary on their own or utilize the vocabulary suggested at the end of this page.
Aside from mastering these specific quizzes, the forms and facets of Latin that are more generally expected to be known by the entering Intermediate Latin student are as follows:
Morphology
All Nouns: 1st, 2nd, 3rd, 4th, and 5th declensions; for example:
Both types of Adjectives: 2-1-2 adjectives (also called -us, -a, -um or -er, -a, -um adjectives) and 3rd declension adjectives of three denominations:
All Four Conjugations – I, II, III, III-io, and IV
The Most Common Pronouns/Pronominal Adjectives, such as:
Vocabulary
Ideally, we should be helping the boys read, write, speak, and hear the 1000 most common words in the language as many times as possible in a comprehensible way. That list can be found here below and is a list that each student should consult often and repeatedly, indeed even making flashcards to help him memorize these 1000 Latin words and their meanings.
Indeed it cannot be over-emphasized that a fundamental cornerstone of language learning is building your vocabulary. The summer provides a unique opportunity to use one of the greatest ingredients in expanding your vocabulary: time. For all upper-level Latin classes ( i.e. Intermediate and all Advanced Latin classes), Mr. Babendreier, Mr. Cox, and Mr. Mehigan want their students to have mastered — or at least to have begun mastering — the 1000 most common words in Latin literature. [Click on the link in the previous sentence to obtain the list.]
Sample vocabulary for the attached template quizzes is set out immediately below:
For DNA quizzes :
that long battle-line: illa aciēs longa
ille, illa, illud; aciēs, aciēī, f.; longus, -a, -um
this second embrace: hic secundus amplexus
hic, haec, hoc; secundus, -a, -um; amplexus, -ūs, m.
the rising king himself: ipse rēx surgēns
ipse, ipsa, ipsum; rēx, rēgis, m.; surgēns, surgentis
a certain queen about to return: quaedam rēgīna reditūra
quīdam, quaedam, quoddam; rēgīna, rēgīnae, f.; reditūrus, -a, -um
the same burden having to be carried: idem onus portandum
īdem, eadem, idem; onus, oneris, n.; portandus, -a, -um
that deeper tomb: istud sepulcrum altius
iste, ista, istud; sepulcrum, -ī, n.; altior, altius
For Verb Synopsis quizzes :
rogō, rogāre, rogāvī, rogātus = ask (1st person singular feminine)
mittō, mittere, mīsī, missus = send (3rd person plural neuter)
terreō, terrēre, terruī, territus = terrify (2nd person singular neuter)
interficiō, interficere, interfēcī, interfectus = kill (1st person plural masculine)
feriō, ferīre, ferīvī, ferītus = punch (2nd person plural feminine)
pellō, pellere, pepulī, pulsus = push (3rd person singular masculine)