Summer Work for Class of 2021

Summer work is designed to prepare you to successfully explore research topics, complete
several of your research based IB assessments, as well as practice some of your skills in other
subject areas. The progress you make in the required areas will count toward your Quarterly
Engagement Score in Quarter 1.

Documentary evidence of your work is due No later than the first day of school *(except for
Biology)

To support your research, the following online resources are accessible this summer:
EBSCOhost:
Go to:
http://search.ebscohost.com/
Username: iiantx
Password: Im@gine2019

JSTOR:
Go to:
www.jstor.org
Username: imaginenorthtexas
Password: ipuwofa

Flipster:
Go to: http://search.ebscohost.com
User ID: iianttx
Password: Im@gine2020!

http://texquest.net/welcome
User ID: j04381
Password: learn
Subject Resource
History Complete the Historical Investigation
HL Submit both a physical copy and also submit to turnitin.com
Class id:
DP1A
24291346
2

Enrollment Key: school

Class id:
DP1B
24291360
6

Enrollment Key: school

Literatur In preparation for paper one this summer you will be reading two essays and practice
e HL annotating a specific way. This will help to build up your critical reading, annotation,
and analyzing skills. We will be using your insights on these two essays as the
jumping off place for our first unit of non-fiction essays. These will be due the
first day of class.
Directions on what and how to annotate is on the handout entitled:
Reading for Different Purposes
You will be graded on this annotation style and answering the questions that are
asked all first quarter.

*The two essays are attached and are:

On Re-Reading Novels by Virginia Woolf
The Civil Rights Movement: What Good was It? By Alice Walker

Spanish Students should review and know the following grammar topics before starting
SL/HL Grade 12:
Omitting definite/indefinite articles in Spanish language
• Direct & Indirect Object Pronouns
• Reflexive pronouns
• Verbs to evaluate information: gustar, encantar…
• Using Spanish Infinitive as Noun
• Past tenses: Imperfect, Preterit, Present Perfect
• Past Perfect
• Future tense
• Conditional tense
 • Imperative (affirmative and negative commands)
• Prepositions that present difficulties to English-speakers: de, a, en, por, para
Online Practice resources:
https://studyspanish.com/grammar
https://conjuguemos.com/
https://www.duolingo.com/
https://www.memrise.com/
https://www.todo-claro.com/e_index.php
http://www.learn-spanish-online.de/grammar/content/table_of_content.htm
https://www.busuu.com/es/register?learning=es
Watch 4 news program from here http://www.rtve.es/alacarta/videos/telediario/

HL only: read the following novel AND play. Take notes about every
chapter/act. Your oral exam will be based on these books, so take as many notes
as possible.
ANA ALONSO y JAVIER PELEGRÍN: El libro de los rostros (you can get it on
Amazon)
SANCHIS SINISTERRA: ¡Ay, Carmela!
https://literaturasdelaguerracivilespaola.files.wordpress.com/2016/06/ay-carmela-
texto-sanchis-sinisterra.pdf

Spanish Students in Spanish ab initio should review and know very well the following
Ab
grammar topics before starting Grade 12:
• Omitting definite/indefinite articles in Spanish language
• Direct & Indirect Object Pronouns
• Reflexive pronouns
• Verbs to evaluate information: gustar, encantar…
• Using Spanish Infinitive as Noun
• Past tenses: Imperfect, Preterit, Present Perfect
• Past Perfect
 • Future tense
• Conditional tense
• Imperative (affirmative and negative commands)
• Prepositions that present difficulties to English-speakers: de, a, en, por, para

Online Practice resources:

https://studyspanish.com/grammar
https://conjuguemos.com/
https://www.duolingo.com/
https://www.memrise.com/
https://www.todo-claro.com/e_index.php
http://www.learn-spanish-online.de/grammar/content/table_of_content.htm
https://www.busuu.com/es/register?learning=es

Read and annotate 4 news articles from the following newspapers (choose them
from any section you really like: economy, society, sports…):
https://elpais.com/elpais/portada_america.html (liberal ideology)
https://www.elmundo.es/ (conservative ideology)

Watch the playlist VITAMINA A1 and VITAMINA A2:

https://www.youtube.com/user/sgelele/playlists
Write a summary in Spanish of 50 words (or more if you need) for each video.

Biology Complete the Group 4 Project

SL/HL According to the IB guide, the Group 4 topic can be chosen by the students or
assigned by the teacher. I encourage you all to find a topic that can be approached
and analyzed using at least 2 of the 4 Group 4 subjects (Biology, Physics, Chemistry
, and Environmental systems).

Read the following summary of the Group 4 project from the IB guide before
you get started with the project
.
The Group 4 project is a collaborative activity where students from different group 4
subjects (Biology, Chemistry, Physics & Environmental system s) work together on a
scientific or technological topic, allowing for concepts and perceptions from across
the disciplines to be shared in line with aim 10—that is, to “develop an understanding
of the relationships between scientific disciplines and their influence on other areas of
knowledge”. The project can be practically or theoretically based. Collaboration
between schools in different regions is encouraged.

The group 4 project allows students to appreciate the environmental, social and
ethical implications of science and technology. It may also allow them to understand
the limitations of scientific study, for example, the shortage of appropriate data
and/or the lack of resources. The emphasis is on interdisciplinary cooperation and the
processes involved in scientific investigation, rather than the products of such
investigation.

Ideally, the project should involve students collaborating with those from other
Group 4 subjects at all stages. To this end, it is not necessary for the topic chosen to
have clearly identifiable separate subject components.
Planning
This stage is crucial to the whole exercise and should last about two hours.
• The planning stage could consist of a single session, or two or three shorter ones.
• This stage must involve all group 4 students meeting to “brainstorm” and discuss
the
central topic, sharing ideas and information.
• The topic can be chosen by the students themselves or selected by the teachers.
• Where large numbers of students are involved, it may be advisable to have more
than one mixed subject group.

After selecting a topic or issue, the activities to be carried out must be clearly defined
before moving from the planning stage to the action and evaluation stages.
A possible strategy is that students define specific tasks for themselves, either
individually or as members of groups, and investigate various aspects of the chosen
topic. At this stage, if the project is to be experimentally based, apparatus should be
specified so that there is no delay in carrying out the action stage. Contact with other
schools, if a joint venture has been agreed, is an important consideration at this time.
Action
This stage should last around six hours and may be carried out over one or two weeks
in normal scheduled class time. Alternatively, a whole day could be set aside if, for
example, the project involves fieldwork.
•Students should investigate the topic in mixed subject groups or single subject
groups.
• There should be collaboration during the action stage; findings of investigations
should be shared with other students within the mixed/single subject group. During
this stage, in any practically-based activity, it is important to pay attention to safety,
ethical and environmental considerations.
 The following will be due at the end of week 2 of Quarter1:
 Title of the project

 The names of the students in your group.

 The subject/lens that you have specifically chosen to work with

 A lab report of the project

Visual Your choice-

Arts 1. Create 2 works that fit into your exhibition concentration idea. Make sure to take
SL/HL pictures of the stages and document your inner dialogue as you develop ideas, work
on technical aspects and go through the problem-solving process.
2. Create 1 work that fits into your exhibition concentration idea. Make sure to take
pictures of the stages and document your inner dialogue as you develop ideas, work
on technical aspects and go through the problem-solving process.
AND
Show evidence of working in 8 pages of your sketchbook. Practice media and
techniques, investigate artists, artworks or art styles/movements, and/or develop ideas
for new works. Make sure the pages are a good balance of text and images. The
reflections should be a record of your inner dialogue and not just a report of what you
did.
Film Show evidence of working in one production role and complete one of the following:
SL/HL (1) complete 3- minute film, or (2) several clips from different films that
equal 3 minutes.
For example: If a student is working in the role of cinematographer, he/she could
create a three-minute film showing his/her skills as a cinematographer. Or the
student could show 3 one minute clips each showing different skills as a
cinematographer.

Keep track of your activities and documentary evidence in preparation for the
completion of your production portfolio pages in September 2020.

CAS Continue to keep track of your hours (especially the CAS Project). Many of you will
be doing things that could qualify for CAS hours without even knowing it:
on a trip make a video documenting the trip, take photographs, make a summer
scrapbook, take pics and do a sketch; Swimming at the pool- purposefully (keep track
of laps/time).; Helping grandma make dinner (creativity); Clearing out the garage
(activity and service); plant a garden; learn a song; redecorate your room; create a
study group; watch films and have an analysis discussion group about the films;
Create an Art analysis discussion group; and many, many other examples.

Start writing your reflections; they will be more authentic if you do them as you
go.
EE Complete Draft of EE due first day of school

Write Club:
Opportunities for feedback, questions, or writing. Students may drop in or may stay
and work. Many students find the time beneficial - sitting together and working
individually, but towards a common goal.

Dates & times during summer will be communicated by Mrs. Kimball via MB