text: Second, teacher-designed projects would be relevant to the course. Students would be unaware of the topics related to the course they are going into, for they have not studied it yet. It would be impossible for them to form a beneficial project related to the subject. A teacher could use this project as a precursor to the unit they will study first, beginning to teach right when they get back to school. The students will have some background on the topic, ready to jump in. The students will then be able to have class discussions on the topic, because they all did the same project and are on the same page. For example, Generic_Name is a rising senior in high school going into an American literature class. He is told that he must complete a project over summer. He decides to read a biography on George Washington and do a report on the book. He has no idea that the first unit in the class is poetry. It would have been more beneficial to Generic_Name and the other students in that class if the teacher was able to assign the project. The teacher could have given the students many Edgar Allen Poe poems and assigned a thrilling project to go along with the mysterious and captivating works of Poe. Coming back from summer break, the class could discuss what they read and share their projects with each other. Having a teacher design a relevant project would unify the class and be a wonderful bridge to aid in the transition from summer into a new school year.