Great Books K-12 Catalog

K–12 CATALOG 2009/2010

read.think.discuss.grow. Critical Thinking Walkthrough™ and Connecting Conversations™ See pages 6 and 7

NEW!

Great Books Roundtable™ for Grades 6–8

See pages 12 to 15

GreatBooks Programs Method + Materials = Teacher and Student Success Great Books programs combine the Shared Inquiry™ method of learning with outstanding classroom materials to enable students to read, think, and write more effectively. Teachers learn the Shared Inquiry method in our professional development courses, then use our Leader’s Editions, student anthologies, and other classroom materials to conduct a successful Great Books program. Shared Inquiry transforms the classroom. As students improve their reading and thinking, their enthusiasm for learning grows. When teachers use Shared Inquiry, students learn how to read closely, ask questions, support their opinions, and engage with classmates during ­discussions of literature from around the world. Through reading, discussion, writing, and other classroom activities, students who participate in Great Books programs improve their: • Critical thinking • Reading comprehension • Writing • Listening • Speaking Research shows that when schools use Great Books, student attendance improves and test scores rise. Transform your school—learn about Great Books programs and the Shared Inquiry method today by calling your sales representative at 800-222-5870 or visiting us at www.greatbooks.org! INSIDE Great Books Program of Professional Development. . . . 4

Great Books and Perfection Learning. . . . . . . . . . . . . . . 16

Critical Thinking Walkthrough. . . . . . . . . . . . . . . . . . . . . . 6

Great Books for Grades 9–12. . . . . . . . . . . . . . . . . . . . . . 18

Connecting Conversations. . . . . . . . . . . . . . . . . . . . . . . . . 7

Great Books for Science. . . . . . . . . . . . . . . . . . . . . . . . . . 19

Great Books Read-Aloud for Grades K–1. . . . . . . . . . . . . 8

Great Books for Social Studies. . . . . . . . . . . . . . . . . . . . . 20

Great Books for Grade 2. . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Readers 2 Leaders Program. . . . . . . . . . . . . . . . . . . . . . . 21

Great Books for Grades 3–5 . . . . . . . . . . . . . . . . . . . . . . 10

More Great Books Anthologies and Resources. . . . . . . 22

NEW! Great Books Roundtable for Grades 6–8. . . . . . . 12 Shared Inquiry™ is a trademark of the Great Books Foundation.

Great Books Success Stories:

Copperfield Elementary School, Austin, Texas­ In fall 2006, all the third- through fifth-grade ­teachers at Copperfield Elementary School completed our introductory professional development course so they could begin leading Great Books discussion in their classrooms. Copperfield’s thorough plan for implementing Great Books included providing classroom sets of materials for all their teachers, as well as follow-up professional development. In addition, Copperfield planned for regularly scheduled classroom coaching by a Great Books staff instructor.

Great Books so much that they consistently include schoolwide Great Books “Discussion Days” in their language arts curriculum. See a video of Copperfield’s Discussion Day at www.youtube.com/greatbooksfnd.

A neighborhood school with a large Latino ­population, Copperfield has watched as students enthusiastically participate in the program and improve their test scores. Teachers are enjoying

Students say they enjoy Great Books because it gives them the freedom of being able to express themselves without waiting to be called on. “That’s what I really think is good about Junior Great Books, because everybody gets to interact with each other, everybody actually gets to talk to each other without getting in trouble . . . because everybody gets to say what they feel,” said one fifth-grader. “Since you have different opinions and they can all be right in their own ways, you all have to find something from the story and put all your evidence together to get a conclusion,” said another student.

“Great Books has definitely met my expectations . . . and more. We have students excited to really be able to show their thoughts and ideas. . . . I tell principals that it’s a fantastic program— it’s really good for teachers, it’s good for kids, it’s good for the school.” —Dr. Sandra Bell, Copperfield Elementary School, Austin, Texas

Now entering its fourth year using Great Books, Copperfield has expanded its program to include second grade. The school also has several bilingual teachers leading discussions as a dual language ­activity in English and Spanish. Last spring, Nyssa Arcos, a fifth-grade bilingual teacher, received a Great Books, Great Teacher award from the Foundation.

“They are using higher ­vocabulary, looking for more proof to support their ­answers—they are able to ­communicate with each other and be more patient with each other.” —Mrs. Adkins, fourth-grade teacher at Copperfield, conducts a Great Books discussion with students.

For more Great Books success stories about ­implementations at all grade levels, go to www.greatbooks.org/success.

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GreatBooks

Program of Professional Development In Great Books professional development, teachers learn to use the Shared Inquiry method so they can: • Ask powerful questions that engage students and make discussions productive learning experiences • Help their students toward higher achievement in language arts and other disciplines • Lead Great Books programs in the classroom • Transfer Shared Inquiry strategies into all content areas

Begin with the Core Sequence The core sequence is our introductory sequence of courses (usually held over two days with ten hours of instruction) that prepares teachers to be Shared Inquiry leaders. In the core sequence, teachers: • Discover how and why students learn through Shared Inquiry discussion • See how the Shared Inquiry method helps students improve reading comprehension, critical thinking, and writing skills • Learn how to activate students’ curiosity and critical thinking by engaging with a text • Develop higher-level questioning skills • Practice the distinctive role of the leader in Shared Inquiry discussion • Become familiar with the key features of Great Books materials • Begin planning Great Books implementation to meet specific goals

According to the National Staff ­Development Council and the N ­ ational Education Association, Great Books ­professional development increases ­student achievement in elementary, ­middle, and high school grades.

Get the Support You Need As you become familiar with Shared Inquiry, our on-site consultation days and 200- and 300-level courses will help you strengthen your skills, develop true expertise, and transfer this powerful method of learning to your students. In addition, our new ­website is filled with Shared Inquiry resources for your curriculum. Check it out!

Great Books

Program of Professional Development 100 Level Getting Started: The Core Courses 200 Level Getting Better: Strengthening Shared Inquiry

The Great Books Foundation is a professional development affiliate of the Partnership for 21st Century Skills, which s­ upports the ­integration of 21st century skills into all aspects of teaching and learning.

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300 Level Going for Great: Developing Expertise Go to www.greatbooks.org/descriptions to see details about all our professional development courses.

See for yourself!

Educators and students tell you, in their own words, why Great Books professional development and the Shared Inquiry method work so well. Go to www.greatteachersgreatresults.org.

Planning Your Professional Development To arrange professional development for your staff, call us at 800-222-5870, ext. 0, and ask for your state’s sales representative. We will help you create a professional development plan that best fits your needs. Teachers who want to complete the Shared Inquiry core sequence can attend any of the hundreds of courses held across the country each year. T MOS OUR LAR U POP W-UP LO FOL ION OPT

Professional Development Fees The core sequence costs $295 per person (only $250 with early registration and payment at least 21 days before the first day of the course) for individual registrants. Significant discounts are available for groups. Consultation days and 200-level and 300level courses are tailored to meet your needs and are purchased on a per-day basis. For assistance with planning and complete pricing information, call 800-222-5870, ext. 0, and ask for the sales representative for your state.

Starting Off Strong

On-Site Consultations

Begin Shared Inquiry in your classroom for only $39.95!

We offer a great variey of on-site consultations to make your Great Books program the best it can be. These are some of the most common options that participants choose: • Instructor-led demonstrations of Shared Inquiry • Lesson or curriculum planning to connect Great Books to other subject areas • Coleading with a Great Books instructor • Coaching to take your questioning techniques to a higher level • Strategy and troubleshooting meetings • Presentations to groups of parents or other teachers Call your Great Books state sales representative to plan your consultation days!

continuing e ducation cre dit Earn continuing education credit from our ­university partners when you complete our professional ­development courses. Visit www.greatbooks.org/collegecredit/ for more information.

Apply the strategies you learn in professional development right away! Everyone who completes the core sequence is eligible for a discount on a Starting Off Strong set, which includes one Leader’s Guide and thirty student books, for only $39.95 (the regular price is $59.95). Starting Off Strong is available at three levels: Series 2–3, Series 4–5, and Series 6–8.   Each level of Starting Off Strong includes four short selections and an accompanying Leader’s Guide. Easy-tofollow mini-lessons introduce the elements of the Shared Inquiry method of learning to your class and ensure that teachers use the skills they learned in training. C O D E

I T E M

D isco u nt

r eg u l a r

SOS-B23

Starting Off Strong Series 2–3

$39.95

$59.95

SOS-B45

Starting Off Strong Series 4–5

$39.95

$59.95

SOS-B68

Starting Off Strong Series 6–8

$39.95

$59.95

Go to www.greatbooks.org/courses/ or call your Great Books sales representative to find out about upcoming courses.

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NEW!

from GreatBooks!

Critical Thinking Walkthrough from the Great Books Foundation, powered by Teachscape® The Great Books Foundation is pleased to announce the creation of the Great Books Critical Thinking Walkthrough, powered by Teachscape Classroom Walkthrough 3.0 (CWT 3.0) technology. Critical Thinking Walkthrough (CTW) is a needs assessment tool that provides quantitative data—data that leads to professional development solutions for districts and schools. School leaders and teachers work together as a professional learning community, analyzing and using the collected data to implement p ­ rofessional ­development that meets the goals of the school or district.

CTW Features • Look-fors on critical thinking strategies that ­support literacy and learning in every subject in grades K–12 • CWT 3.0 observation software, loaded on a wireless handheld device for easy use and direct transmission, allowing for clear, ready-to-use reports

• Both an introductory institute and materials that prepare instructional leaders to plan and initiate walkthroughs and to analyze collected data in collaboration with teachers to design on-site professional ­development

Pricing The complete implementation for up to 25 ­participants (in up to 10 buildings) is $23,000. ­Renewal of the CWT 3.0 license for each ­subsequent year is $800 per building. For more ­details, contact the sales representative for your state at 800-222-5870 or visit www.greatbooks.org/ctw.

Sample screen from Great Books Critical Thinking Walkthrough

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Connecting Conversations from the Great Books Foundation and Connections Academy® The Great Books Foundation and Connections Academy offer, for the first time, the outstanding Great Books programs online: Connecting Conversations. The Great Books Foundation’s program is used extensively ­because it provides students with the depth of comprehension and critical thinking they need and enjoy. Connections Academy provides the technological expertise, the online forum, and Great Books–trained teachers. Together, the two programs deliver a complete, high-quality package of c­ hallenging literature and online ­discussion with peers.

Features • Flexible platform—for use in classroom, after-school, summer, and ­homeschool settings • Shared Inquiry discussion—based on the Shared Inquiry method of learning • Great Books anthologies—high-quality literature ­specially selected to support rigorous discussion • Certified teachers—state certified and trained in the Shared Inquiry method • Connections Academy online discussion environment—a computer platform that links students across the United States

Pricing and Program Requirements The program costs $250 per student for either an 11-week course (meets twice a week) or a 22-week course (meets once a week). Customized packages are available for districts or schools with a group of 10 or more participating students. To find out more about implementing Connecting Conversations in your district or school, contact the sales representative for your state or visit www.greatbooks.org/connecting.

Connecting Conversations Program Benefits

• Provides outstanding literature proven to be interesting and appropriate for all students • Gives students the opportunity to read and discuss in-depth and to work with peers • Saves on staff professional development expense and paid staff time • Provides an outstanding program to students without having to organize a “critical mass” of students on-site

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GreatBooks Read-Aloud for Grades K-1 Sailing Ship Series (grades K–1)

Sun Series (grade 1)

Volume 1

Volume 1

The Shoemak er and the Elv es

The Bl ack Hen ’s Egg

Brothers Grimm as told by Wanda Gág The Frog Went A-Tr av eling

French folktale as told by Natalie Savage Carlson

Russian folktale as told by Vsevolod Garshin

The Mouse and the Wiz ard

“Night into Dawn ”

Hindu fable as told by Lucia Turnbull

Poetry by Robert Hillyer and John Ciardi, and a Mescalero Apache song

“Imagination ”

Poetry by Leslie Norris, Mark Van Doren, and Robert Louis Stevenson

Volume 2 The Tale of T wo Bad Mice

Volume 2

Beatrix Potter

Rumpelstiltsk in

Bouk i Cuts Wood

Brothers Grimm, translated by Ralph Manheim

Haitian folktale as told by Harold Courlander

Ee yore Has a Birthday and Gets T wo Presents

“Fantasy ”

A. A. Milne

Poetry by Sylvia Plath, Edward Lear, and Lewis Carroll

“ W hen I Grow Up ”

Volume 3

Poetry by Rabindranath Tagore and X. J. Kennedy, and a Chippewa song

Lion at School

Volume 3

Philippa Pearce

The K ing of the Frogs

Coyote Rides the Sun

African folktale as told by Humphrey Harman

Native American folktale as told by Jane Louise Curry

Snow-W hite and the Se v en Dwarfs

“Se asons”

Poetry by Nikki Giovanni, Robert Louis Stevenson, and Langston Hughes c o d e JRA-SAI JTE-SAI JSM-ASAI

i t e m pr i c e Student Anthology $15.95 Teacher’s Edition $24.95 Audiotapes $50.95

i sb n 0-945159-43-9 0-945159-74-9 0-945159-47-1

“Mysterious Animals”

Poetry by T. S. Eliot, Jenifer Kelly, and Robert Graves c o d e I T EM JRA-SUN Student Anthology JTE-SUN Teacher’s Edition JSM-ASUN Audiotapes

P R ICE $15.95 $24.95 $50.95

Dr agon Series (grades K–1)

Pegasus Series (grade 1)

Volume 1

Volume 1

The Frog Prince

Chestnut Pudding

Brothers Grimm as told by Wanda Gág

Iroquois folktale as told by John Bierhorst

Guine a Fowl and R abbit Get Justice

The Pied Piper

African folktale as told by Harold Courlander and George Herzog

English folktale as told by Joseph Jacobs Poetry by Edward Lear and A. A. Milne

Poetry by Carl Sandburg, James Reeves, and Federico García Lorca

Volume 2

Volume 2

Scottish folktale as told by Winifred Finlay

The Mer maid W ho Lost Her Comb Hansel and Gretel

Arabian folktale as told by Jean Russell Larson

Brothers Grimm, translated by Randall Jarrell

The Tale of Johnny Town-Mouse

“Special Pl aces”

Beatrix Potter

Poetry by Gwendolyn Brooks and Robert Frost, and a Navajo poem

“Companions”

Volume 3

Poetry by A. A. Milne, Gwendolyn Brooks, and Robert Louis Stevenson

Mother of the Waters

Haitian folktale as told by Diane Wolkstein

Volume 3

Zl ateh the Goat

Bu ya Marries the Tortoise

Isaac Bashevis Singer

African folktale as told by W. F. P. Burton The Huck abuck Family and How The y R aised Pop Corn in Nebr ask a and Quit and C ame Back

Carl Sandburg “Magic al Pl aces”

Poetry by Byrd Baylor, William Shakespeare, and Martin Brennan c o d e JRA-DRA JTE-DRA JSM-ADRA

i sb n 0-945159-40-4 0-945159-95-1 0-945159-44-7

“Fanciful Animals”

“Nature Spe ak s”

Fer a j and the Magic Lute

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Brothers Grimm, translated by Randall Jarrell

i t e m pr i c e Student Anthology $15.95 Teacher’s Edition $24.95 Audiotapes $50.95

i sb n 0-945159-42-0 0-945159-73-0 0-945159-46-3

Order today at www.greatbooks.org.

“Secret Messages”

Poetry by Robert Louis Stevenson, Barbara Juster Esbensen, and Emily Dickinson CO D E I T EM JRA-PEG Student Anthology JTE-PEG Teacher’s Edition JSM-APEG Audiotapes

P R ICE $15.95 $24.95 $50.95

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GreatBooks for Grade 2 Series 2, First Semester The Happy Lion

Louise Fatio The Tale of Squirrel Nutk in

Program Materials

Beatrix Potter How the C amel Got His Hump

Read Aloud (K–1) and Series 2

Rudyard Kipling K anga and Baby Roo Come to the Forest, and Piglet Has a Bath

Each Read-Aloud (K–1) series has nine units, including folktales, poetry, and fiction. Two semesters of materials are available for Series 2, which includes folktales, children’s stories, and classic and modern fiction.

(from Winnie-the-Pooh) A. A. Milne Ar ap Sang and the Cr anes

African folktale as told by Humphrey Harman Blue Moose

Daniel Manus Pinkwater Ananc y and Dog and Puss and Friendship

West Indian folktale as told by James Berry

Teacher’s Editions

Jack and the Be anstalk

• Complete student

English folktale as told by Joseph Jacobs

readings • Lesson plans and activities • Copies of all student activities

The Magic Listening C ap

Japanese folktale as told by Yoshiko Uchida The Jack al and the Partridge

Punjabi folktale as told by Flora Annie Steel Nail Soup

Swedish folktale as told by Linda Rahm

Student Anthologies

The Apple of Contentment

Howard Pyle

CO D E I T EM P R ICE JSE-21 Student Anthology $15.95 JAB-21 Student Activity Pages $50.95 JTE-21 Teacher’s Edition $24.95 JSM-A21 Audiotapes $50.95

• Read-Aloud: Four series, each i sb n 1-880323-00-1 1-880323-25-7 1-880323-38-9

Series 2, Second Semester

Activity Pages (Series 2)

The Red Balloon

• Ready-to-use pages for each

Albert Lamorisse The Other Side of the Hill

interpretive activity (30 copies each of 12 different activity pages)

Elizabeth Coatsworth The Emperor ’s Ne w Clothes

Hans Christian Andersen

Audiotapes

How the Elephant Bec ame

• Professionally recorded

Ted Hughes

versions of each selection

Anansi ’s Fishing Expedition

West African folktale as told by Harold Courlander and George Herzog

Activities include:

The Velveteen R abbit

Read-Aloud (K–1)

Margery Williams The Terrible Le ak

Japanese folktale as told by Yoshiko Uchida The Singing Tortoise

West African folktale as told by Harold Courlander and George Herzog Three Boys with Jugs of Mol asses and Secret Ambitions

Carl Sandburg Cinderell a

Charles Perrault

• Asking original questions • Listening to others • Forming opinions • Drawing and acting out story events • Group creative writing • Reading and responding to questions at home Series 2

The Mouse ’s Bride

Indian folktale as told by Lucia Turnbull How Coyote Stole the Sun

Native American folktale as told by Jane Louise Curry CO D E I T EM P R ICE JSE-22 Student Anthology $15.95 JAB-22 Student Activity Pages $50.95 JTE-22 Teacher’s Edition $24.95 JSM-A22 Audiotapes $50.95

packaged as three softcover volumes. Each volume includes reading selections, activity pages, and space for students’ illustrations and writing. • Series 2: Twelve outstanding reading selections for each semester

i sb n 1-880323-01-X 1-880323-26-5 1-880323-39-7

• Reading texts closely • Shared Inquiry discussion • Sharing and answering questions • Noting significant passages • Supporting ideas with evidence from the text • Story-based vocabulary development • Varied writing activities

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GreatBooks for Grades 3–5 Series 3, Book One The Banz a

Program Materials for Grades 3–5 Leader’s Editions

• Offer detailed support for a full

complement of activities • Include the full text of the student anthology • Contain definitions for selected vocabulary • Suggest how to prepare for Shared Inquiry discussion • Provide assessment tools • Present a progressive program of learning

Haitian folktale as told by Diane Wolkstein The Man W hose Tr ade Was Trick s

Georgian folktale as told by George and Helen Papashvily The Fisher man and His Wife

Brothers Grimm Ook a and the Honest Thief

Japanese folktale as told by I. G. Edmonds It ’s All the Fault of Adam

Nigerian folktale as told by Barbara Walker The Monster W ho Gre w Small

Joan Grant The Selk ie Girl

Scottish folktale as told by Susan Cooper The Mushroom Man

Ethel Pochocki The Princess and the Beggar

Korean folktale as told by Anne Sibley O’Brien The Fire on the Mountain

Ethiopian folktale as told by Harold Courlander and Wolf Leslau

Student Anthologies

• Contain ten stories per volume, each

supporting multiple interpretations • Feature rich language and global range • Capture students’ attention

C o d e It e m NSE-31 Student Anthology NRJ-31 Reader’s Journal NLE-31 Leader’s Edition NCD-31 Audio CD

P r i c e $16.95 $10.95 $49.95 $55.95

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Reader’s Journals

• Give students a convenient and

enjoyable way to collect their ideas

• Provide students a place to respond to stories in writing or by drawing

• Help students practice specific reading comprehension skills • Aid participation in discussion • Include a glossary for the stories Audio CDs

• Provide professionally recorded audio versions

of each selection • Give students additional opportunities to listen to each story as it is read aloud • Help less-proficient readers increase their comprehension of each story Activities include:

• Preparation for reading • Practice with reading comprehension strategies • Multiple readings of the story • Structured opportunities to ask and answer questions • Directed note taking related to ideas in the story • Shared Inquiry discussion • Meaningful, story-based vocabulary development • A progression of writing options • A Curriculum Connections section

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Series 3, Book Two The Dre am We av er

Concha Castroviejo Je an L abadie ’s Big Bl ack Dog

French-Canadian folktale as told by Natalie Savage Carlson C aporushes

English folktale as told by Flora Annie Steel The Upside-Down Boy

Juan Felipe Herrera The Green Man

Gail E. Haley The Ugly Duck ling

Hans Christian Andersen W hite Wave

Chinese folktale as told by Diane Wolkstein The Mouse wife

Rumer Godden How the Tortoise Bec ame

Ted Hughes T wo Wise Children

Robert Graves C o d e It e m NSE-32 Student Anthology NRJ-32 Reader’s Journal NLE-32 Leader’s Edition NCD-32 Audio CD

P r i c e $16.95 $10.95 $49.95 $55.95

i sb n 1-933147-03-2 1-933147-27-X 1-933147-19-9 1-933147-11-3

Series 4, Book One

Series 5, Book One

Thank You, M ’am

The No - Guitar Blues

Langston Hughes

Gary Soto

The Gold Coin

K addo’s Wall

Alma Flor Ada Tuesday of the Other June

West African folktale as told by Harold Courlander and George Herzog

Norma Fox Mazer

Turquoise Horse

Prot and Krot

Gerald Hausman

Polish folktale as told by Agnes Szudek

A Game of C atch

Chin Y u Min and the Ginger C at

Richard Wilbur

Jennifer Armstrong

Oliv er Hy de ’s Dishcloth Concert

The Nightingale

Richard Kennedy

Hans Christian Andersen

The Hundred -Doll ar Bill

Fresh

Rose Wilder Lane

Philippa Pearce

The In v isible Child

Thunder , Elephant, and Dorobo

Tove Jansson

African folktale as told by Humphrey Harman

In the Time of the Drums

All Summer in a Day

Gullah folktale as told by Kim L. Siegelson

Ray Bradbury

Le arning the Game

Be aut y and the Be ast

Francisco Jiménez

Madame de Villeneuve

The Bat-Poet

Randall Jarrell C o d e It e m NSE-41 Student Anthology NRJ-41 Reader’s Journal NLE-41 Leader’s Edition NCD-41 Audio CD

P r i c e $16.95 $10.95 $49.95 $55.95

i sb n 1-933147-04-0 1-933147-28-8 1-933147-20-2 1-933147-12-1

C o d e It e m NSE-51 Student Anthology NRJ-51 Reader’s Journal NLE-51 Leader’s Edition NCD-51 Audio CD

P r i c e $16.95 $10.95 $49.95 $55.95

Series 4, Book Two

Series 5, Book Two

Shre wd Todie and Ly zer the Miser

Charles

Ukrainian folktale as told by Isaac Bashevis Singer

Shirley Jackson

The Goldfish

Cynthia Rylant

Eleanor Farjeon

Podhu and Aru wa

The Gre at Bl ack berry Pick

African folktale as told by Humphrey Harman

Philippa Pearce

Lenny ’s Red -Letter Day

The Story of Wang Li

Bernard Ashley

Elizabeth Coatsworth

Barbie

The Hemulen W ho Lov ed Silence

Gary Soto

Tove Jansson

Ghost C at

The Enchanted Stick s

Donna Hill

Steven J. Myers

Luck y Boy

The Elephant ’s Child

Philippa Pearce

Rudyard Kipling

Maurice ’s Room

Mr . Singer ’s Nick names

Paula Fox

James Krüss

The Prince and the Goose Girl

The Little Humpback ed Horse

Elinor Mordaunt

Russian folktale as told by Post Wheeler

The Ber muda Triangle

Ali Baba and the Fort y Thie v es

Tim Wynne-Jones

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A Bad Road for C ats

from The Arabian Nights C o d e It e m NSE-42 Student Anthology NRJ-42 Reader’s Journal NLE-42 Leader’s Edition NCD-42 Audio CD

P r i c e $16.95 $10.95 $49.95 $55.95

i sb n 1-933147-05-9 1-933147-29-6 1-933147-21-0 1-933147-13-x

C o d e It e m NSE-52 Student Anthology NRJ-52 Reader’s Journal NLE-52 Leader’s Edition NCD-52 Audio CD

P r i c e $16.95 $10.95 $49.95 $55.95

i sb n 1-933147-07-5 1-933147-31-8 1-933147-23-7 1-933147-15-6

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NEW!

GreatBooks Roundtable™

The Great Books Roundtable program preserves the ­features that have made Great Books ­programs unique and exciting for more than forty years—a focus on ­outstanding literature and student-centered learning—while p ­ roviding a­ dditional support for the discussion leader, tools for i­nterpreting ­literature in a differentiated classroom, and unprecedented flexibility in classroom use.

Roundtable brings you: • High-quality literature • In-depth reading, critical thinking, and writing activities • Teaching and learning in stages • Differentiated instruction

• Reinforcement of skills and concepts • Assessment options • Standards-based learning • Research-based learning • Renowned professional development

Benefits for Teachers and Students Teachers will experience a paradigm shift by ­using and becoming proficient in the Shared Inquiry method of learning. They will change from: • • • •

Telling to questioning Teacher-centered to student-centered Literal and factual stance to interpretive stance Teacher validating an answer to students validating an answer

Teachers will find it easy to: • Plan and begin their Roundtable program ­with the flexibility that allows them to fulfill the ­academic needs of their students • Meet federal requirements to teach ­reading ­comprehension, fluency strategies, and ­vocabulary development • Integrate the reading and writing process • Assess students’ progress to meet Adequate Yearly Progress • Integrate 21st century skills into their program

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Students will see themselves as successful learners and thinkers by: • Confidently sharing and explaining their ideas • Gaining confidence when approaching challenging texts • Becoming self-aware, self-monitoring readers Students will learn to read for meaning by: • Using reading comprehension to better ­understand a text • Supporting ideas with evidence and weighing different answers • Developing appreciation for rich, rewarding literature

Students will develop cognitive, social, and ­emotional intelligences by: • Thoughtfully considering different points of view • Listening to others and responding appropriately • Creating a collaborative classroom community with support from their peers and teachers

for Grades 6–8 Roundtable Classroom Materials GreatBooks

Roundtable

Student Anthologies • Outstanding works of literature—including fiction, nonfiction,

GreatBooks

Roundtable

GreatBooks

Roundtable

and poetry by award-winning authors

• Beautifully rendered, original artwork providing visual interest between stories

Level

1 Level

2 Level

Leader’s Edition Unit guides include: • Annotated student anthology pages • Activities grouped into sessions • Suggested vocabulary words • Prompts and questions for prediscussion, discussion, and postdiscussion activities

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Tables of contents for all three levels and ordering information on the next two pages

Audio CDs • Professionally recorded audio versions of

each literary selection so students can listen to texts read aloud fluently and with expression

Activity Instruction Cards

Stage 2 Question Testing Chart

factual background

Activity i nstructions

evaluative speculative

Part 1: Answering Basic Comprehension Questions (10–15 minutes)

1. On the board, record students’ questions from the first reading (if you have not already

interpretive

done so). Invite students to add new questions they thought of.

2. If necessary, review the question types in the student anthology (pages xx–xxi; pages 42–43 in the Leader’s Edition). Help students answer important factual or background questions.

Question: Answer #1:

3. Help students identify any vocabulary questions on the class list and mark them for

Answer #2:

possible exploration in the Stage 2 vocabulary activity (card 21 ).

Part 2: Working Through Remaining Questions (20–25 minutes)

Evidence:

4. Reproduce the Question Testing Chart (see side 4 of this card) on the board or an

Evidence:

20

overhead transparency. With the class, fill it out using a question that arose during this activity.

5. Divide students into small groups and distribute double-sided copies of the Question REPRODUCIBLE MASTER Copyright © 2010 The Great Books Foundation

Source: Type of question?

 Factual

Testing Chart. Assign each group one or more questions from those that have not yet been addressed. Circulate to help students as they generate answers and evidence for each question.

Source:

 Background

 Speculative

 Evaluative

6. Ask each group for their conclusions about the types of questions they have and how they

 Interpretive

arrived at their conclusions. Add interesting questions to your Stage 2 Discussion Planner (card 17 ). If there is time, you may want to help students revise a few noninterpretive questions to make them interpretive (see the second Leaders Ask box on side 2 of this card).

Question: Answer #1:

Answer #2:

Evidence:

Evidence:

7. Ask students to choose two questions that continue to puzzle or intrigue them (one interpretive and one evaluative or speculative) and record them in the Stage 2 Inquiry Log. Before the discussion, collect and review students’ logs to find out what questions they are most interested in pursuing.

Source: Type of question?

 Factual

Copyright © 2010 The Great Books Foundation

Source:

 Background

 Speculative

 Evaluative

 Interpretive

Great Books Roundtable • Level 2

Great Books Roundtable • Level 2

Stage 2 Question Testing Chart Poetic ResPonse Harlem [2] Langston Hughes

Stage 2 Sharing Questions

Name:

(1–2 class periods)

If the question has . . .

Instructions

factual background evaluative speculative interpretive

Answer #1: 3. With your partner, go over both checklists, asking one another to explain anything marked with a

done so). Invite students to add new questions they thought of.

3. Help students identify any vocabulary questions on the class list and mark them for

Evidence:

4. Reproduce the Question Testing Chart (see side 4 of this card) on the board or an

possible exploration in the Stage 2 vocabulary activity (card 21 ).

Part 2: Working Through Remaining Questions (20–25 minutes)

20

Tell students that they will be writing their own poems that ask their readers an 4. If you have time, try reading your essay aloud and stopping whenever you or your partner hears imaginative question and offer answers using similes. Distribute the handout for this something that is still confusing or needs more explanation. Evidence: activity.

overhead transparency. With the class, fill it out using a question that arose during this activity.

3. With the class, brainstorm a list of imaginative, open-ended questions that students might like to ask their readers in a poem. Examples: What would you do if you knew the world would end tomorrow? What if the school was run by robots?

5. Divide students into small groups and distribute double-sided copies of the Question

more guidance, complete a copy of the handoutReviewing as a class before students work on theircan help both of you make your arguments clearer and stronger. your draft with a partner own. Here are some tips for a successful review.

5. Have students copy their poems onto clean paper and illustrate them if they wish. Display When you review a draft essay:

Type of question?

Source:

 Factual

Testing Chart. Assign each group one or more questions from those that have not yet been addressed. Circulate to help students as they generate answers and evidence for each question.

Source:

 Background

 Speculative

 Evaluative

 Interpretive

them in the classroom, have students recite their poems, or create a class anthology for Question: Try to understand your partner’s argument, even if you have a different opinion. Your job as each student to take home.

reviewer is to should help your partner 6. Use the Poetic Response Rubric to assess students’a poems. Poems include the express his or her ideas, not to try to change those ideas. Answer #1:

Answer #2:

Focus on the essay’s thesis statement, evidence, and organization. Your partner can fix the grammar and spelling in a final draft. Don’t hurry through reading your partner’s paper, filling out the checklist, or discussing your comments. It takes time to come up with helpful advice.

When you receive your partner’s comments:

Evidence:

When you discuss your checklists with each other:

Source:

 Factual

Type of question?

Give your partner specific, helpful suggestions and avoid criticism or general statements. For example, instead of saying, “This evidence isn’t right,” ask, “How does this evidence support the thesis?” Instead of saying, “Your paper is good,” say, “The evidence you choseGreat is really strong.” • Level 2 Books Roundtable Don’t take it personally. Your partner’s feedback is a valuable tool to help you make your essay stronger.

arrived at their conclusions. Add interesting questions to your Stage 2 Discussion Planner (card 17 ). If there is time, you may want to help students revise a few noninterpretive questions to make them interpretive (see the second Leaders Ask box on side 2 of this card).

7. Ask students to choose two questions that continue to puzzle or intrigue them (one interpretive and one evaluative or speculative) and record them in the Stage 2 Inquiry Log. Before the discussion, collect and review students’ logs to find out what questions they are most interested in pursuing.

Evidence:

Think carefully about your partner’s notes and be open to making changes. Write down any revision ideas that occur to you, so you can build them into the next version of your essay.

6. Ask each group for their conclusions about the types of questions they have and how they

Source:

 Background

 Speculative

 Evaluative

 Interpretive

Copyright © 2010 The Great Books Foundation

REPRODUCIBLE MASTER Copyright © 2010 The Great Books Foundation

Peer ReviewtheGuidelines 4. Have each student choose a favorite question and complete handout. If students need

REPRODUCIBLE MASTER Copyright © 2010 The Great Books Foundation

1. On the board, record students’ questions from the first reading (if you have not already

Answer #2:

2. Remind students that Hughes also asks the reader question an intriguing question in his poem. mark.

Copyright © 2010 The Great Books Foundation

Part 1: Answering Basic Comprehension Questions (10–15 minutes)

42–43 in the Leader’s Edition). Help students answer important factual or background questions.

thatchose are confusing to you or need more explanation. what two things are being compared and why theycomments think Hughes that particular simile.

Great Books Roundtable • Level 2

Activity i nstructions

2. If necessary, review the question types in the student anthology (pages xx–xxi; pages

the sample checklist to help you. Return the checklist to your partner.

1. Go over the definition of simile with students: a comparison between two things using Question: 2. Look at theinchecklist partner filled out for your own essay. Put a question mark next to any “like” or “as.” Have a few volunteers offer examples of similes “Harlem your [2],” explaining

following features: A question A series of similies answering the question At least three stanzas

Activity Summary Students share different types of questions about the text. Student Learning Objectives To identify and address questions arising from a text To identify potential interpretive questions about a text Key Shared Inquiry Concept Asking and addressing questions are essential strategies for understanding a text.

Stage 2

Instructions

Then it is probably . . .

One correct answer that comes directly from the text One reasonable answer that comes from sources outside the text such as encyclopedias Reasonable answers based on personal opinion or experience Reasonable answers based on imagination or guessing Two (or more) reasonable answers supported by evidence from the text

Student Handout (side 4)

Write down the question your group is testing. Record one possible answer to the question. Record a piece of evidence that supports your answer, including the source of the evidence (include a page number if it comes from the text). Record another possible answer to the question (if you can come up with one) and a piece of Name: Date: supporting evidence, including its source. Reading selection: Reviewed by: Determine what type of question you have, based on the answers and evidence you gathered (see box at right). Share any interpretive questions you found with theguidelines class. 1. Read your partner’s draft essay and fill out the Peer Review Checklist, using these and

Activity Summary Students write an original poem using “Harlem [2]” as a model. Expository The concept covered in this activity is the simile. Writing: intErprEtivE Essay Review Student Learning Objective To write an original poem basedPeer on the prominent featuresChecklist of a specified poem Key Shared Inquiry Concept Responding creatively to a text helps readers formulate further insights into its meaning.

Activity i nstructions

(30–40 minutes)

Date:

Reading selection:

Sharing Questions

In-depth guide to customize the program and meet instructional objectives, including: • Integration chart that outlines how activities can be grouped • Scheduling and pacing options • Tools to integrate reading selections into the curriculum • Differentiation options, including sample transcripts

(30–40 minutes)

Activity Summary Students share different types of questions about the text. Student Learning Objectives To identify and address questions arising from a text To identify potential interpretive questions about a text Key Shared Inquiry Concept Asking and addressing questions are essential strategies for understanding a text.

Then it is probably . . .

One correct answer that comes directly from the text One reasonable answer that comes from sources outside the text such as encyclopedias Reasonable answers based on personal opinion or experience Reasonable answers based on imagination or guessing Two (or more) reasonable answers supported by evidence from the text

Stage 2

Write down the question your group is testing. Record one possible answer to the question. Record a piece of evidence that supports your answer, including the source of the evidence (include a page number if it comes from the text). Record another possible answer to the question (if you can come up with one) and a piece of supporting evidence, including its source. Determine what type of question you have, based on the answers and evidence you gathered (see box at right). Share any interpretive questions you found with the class.

Student Handout (side 4)

Road Map

If the question has . . .

Instructions

CD-ROM • Expository writing activities • Evidence Organizer and other handouts to

help students work through the writing process • Creative response and cross-curricular activities • Assessment tools • Reflection handouts

Stage 2 Sharing Questions Date:

Name: Reading selection:

Sharing Questions

Flexible, durable, two- and four-sided activity cards, organized by stage and activity, include: • Activity summaries • Student learning objectives • Step-by-step instructions • Support and challenge activities to provide differentiated instruction suggestions

Great Books Roundtable • Level 2

CD-ROM 68

Revision Checklist for Writer  

Read partner’s checklist about your work. Talk with partner about what he or she wrote.

Great Books Roundtable • Level 2

 

Make notes about how your draft might be revised. Revised draft is due on (date):

CD-ROM 18

continued

Differentiating First Reading

After doing a few Great Books Roundtable some of his students units, Mr. Fisher has noticed that struggle to make notes during the others do it comfortably. first reading, whereas He uses both the Support and Challenge suggestions that appear box in the Stage 1 First his students’ diverse Reading card (card 12 learning needs. Mr. ) to address Fisher begins by prompts on the board: writing the following

? = You have a question a bout the story. ✓ = You agree with somet hing. ✗ = You disagree with som

MR. FisheR

ething.

Mr. Fisher: As you read silently along with you have a question. Some me, mark places where marking where we agree of us have talked about or someone, so if you want disagree with something or to, try doing that as well.

Mr. Fisher encourages some students to mark a wider range of reactions addition to questions (Challenge). in

Mr. Fisher reads the first two pages of “Props for Faith” aloud with the following interjections.

Mr. Fisher: (After reading to “. . . under never stayed up” [p. 31].) white knee socks that Several parts of this passage appeal to my sense of sight gypsies look like. I can see and help me imagine what brown hands loaded with their dark hair and their rings. Did anything in this passage appeal to one of your senses? Morris: I can see Renate’s dark, frizzy hair, black eyes, and skinny legs. Mr. Fisher: What makes you think Renate’s legs are skinny? Morris: The part about her knee socks. The narrator says they “never stayed up.” That detail helps me see Renate pretty clearly. Mr. Fisher: Okay. As we read, you may picture in your mind, what find it helpful to visualize, or to imagine sights, smells, is going on in the story. Try sounds, and feelings. (After reading to “. . . had lived half of his five years without a father” [p. 32].) I’m not sure who this Trudi Montag person is. I’ll put a on to see if she is importantquestion mark here and read to the story. 24

Great Books Roundtable

Road Map • Level 2

Mr. Fisher models visualizing, strategy he wants to reinforce a struggling readers (Support). with his

(After reading to “. . . the old [p. 33].) Before we continue, Greeks and Romans” let’s share some of the questions we have so far. Kurt: I want to know why the narrator tells us why Adolf Hitler wasn’t mentioned in her class. Mr. Fisher: Okay, make sure you put a question mark next to that. James: I put a question mark next page 32. I wonder why to the second paragraph on the doctors kept Renate for over a year. Mr. Fisher: Did anyone mark a place where they agreed or disagreed with something? Mary: I did. I marked on page 31 that I agreed with Frau Brocker. I don’t think the midwife is Renate’s real mother either. Mr. Fisher: Let’s continue reading and been marking where you marking questions. If you’ve agree or disagree with something, continue with that, too.

Mr. Fisher prompts students using the multiple-note option to share their reactions to the text (Challenge).

Mr. Fisher

knows that to keep the students engaged interrupting the flow in the reading, of the story and to stop only when students it is important to refrain from He reads without interjecting until seem to struggle further into the story, with comprehensi questions during when he notices that on. a passage rich with no one is marking interpretive issues (the highlighted passage on pages 33–34).

Mr. Fisher: (After reading to “But I didn’t mean it . . .” [p. 34].) Did anyone mark a question on Let’s read it again. (Rereadsthis page? (No response.) . . . ” to “ . . . I couldn’t from “‘Why not?’ I shouted bring out one word” [pp. 33–34].)

I have a question. Why does and mean” rise inside Hanna “something hot and sad Renate playing with Sybille? when she thinks about end of the page.) Did anyone(Continues reading to the mark a question this time? I marked next to “Her limp before” because I wonder seemed worse than ever more students share their why Hanna thinks this. (A few questions.) Mr. Fisher: Did anyone who has been marking agreement or disagreement note anything in this passage? Zora: I put a check mark next to the part where Renate’s is “red, then ashen.” I agree face Hanna. I think I would act with how Renate reacts to that way, too. (Another student explains a mark of agreement or disagreement.) Mr. Fisher: All right, let’s read on. Simon:

Mr. Fisher models how to make notes about questions while reading (Support).

Mr. Fisher includes students’ notes in the modeling process (Support).

Mr. Fisher pauses to reread passage that students have a difficult not marked (Support). Mr. Fisher shows students how passage contains opportunities a questions by briefly modeling for the questioning process and having students follow suit (Support). Mr. Fisher encourages students are marking the higher-level who prompt to contribute their ideas (Challenge).

Differentiating Instruction

25

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Grades 9–12

In Exile Anton Chekhov The Declaration of Independence Equality Isaiah Berlin Sorrow-Acre Isak Dinesen Why Americans Are Often So Restless Alexis de Tocqueville

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After the Ball Leo Tolstoy Habit William James

TheGreatBooksFoundation A nonprofit educational organization

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Politics  Aristotle

On Happiness  Aristotle

Of Commonwe alth 

Habits and Will  John Dewey Happiness  Mary Lavin

William Faulkner

Crito  Plato

Of Civ il Gov ernment 

On Libert y  John Stuart Mill

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Conscience  Immanuel Kant

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A Hunger Artist  Franz Kafka

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Of the Limits of Gov ernment  John Locke

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Antigone  Sophocles

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Rothschild’s Fiddle 

Chelk ash  Maxim Gorky

The Ide alist Frank O’Connor

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Sponono Alan Paton

Peter Taylor

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The Social Me  William James

Concerning the Div ision of L abor  Adam Smith

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Robert Louis Stevenson

Of the Limits of Government John Locke

The Ov ercoat  Nikolai Gogol

On Studying José Ortega y Gasset

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On Liberty John Stuart Mill

Barn Burning 

interpretive reading

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Thomas Hobbes

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On Happiness Aristotle

The Overcoat Nikolai Gogol

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Politics Aristotle

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FOR HIGH SCHOOL

Modern American Poetry Beginning with Walt Whitman and Emily Dickinson, this collection highlights more than 40 American poets, including Robert Frost, William Carlos Williams, E. E. Cummings, Langston Hughes, Gwendolyn Brooks, Allen Ginsberg, Anne Sexton, Sylvia Plath, Ray A. Young Bear, Rita Dove, Gary Soto, and Li-Young Lee. CO D E I T EM JSE-MAP Modern American Poetry

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Science Enliven your classroom with these stimulating texts that inspire exciting Shared Inquiry discussions about seminal theories, crucial discoveries, and the principles that underlie scientific disciplines.

What’s the Matter?

Each anthology includes:

Readings in Physics Foreword by Alan Lightman

• A thematic table that helps teachers quickly locate relevant selections • Content and discussion questions for each selection • Application questions designed for lab and other classroom activities* • Biographical notes on each author • Suggestions for further reading

Published by the Great Books Foundation with support from the College of the Humanities and Sciences

* Not included in What’s the Matter? Readings in Physics

What’s the Matter? Readings in Physics This anthology draws readers into the ongoing inquiry about the natural world, providing an overview of how physics has developed through the centuries. ­Highlights of the 31 selections include: the science of nature  Aristotle falling bodies and projec tiles  Galileo l aws of motion  Isaac Newton on light  Isaac Newton/Thomas Young He at and fric tion 

Count Rumford (Benjamin Thompson) The mechanic al equivalent of he at  James Prescott Joule

The Nature of Life

Keeping Things Whole

Readings in Biology

Readings in Environmental Science

Includes 19 selections from major scientists that represent the wide range of work in biology. Highlights include:

Includes 21 selections from key thinkers in ecology, biology, public policy, ­sociology, history, philosophy, and ­literature. Highlights include:

James Clerk Maxwell

Parts of Animals †   Aristotle

Rules for the Direc tion of the Mind † 

ex tending the theories of physics 

Nov um Organum   Francis Bacon

Max Planck

The Descent of Man †   Charles Darwin

E = mc   Albert Einstein

Natur al Selec tion  Charles Darwin

the special theory of rel ativ it y 

Experiments in Pl ant Hybridiz ation †   Gregor Mendel

entropy: the running -down of the univ erse  Arthur Eddington induc tion of the elec tric currents  Michael Faraday The science of elec tromagnetism 

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Albert Einstein the gener al theory of rel ativ it y 

†

Albert Einstein quantum uncertaint y  George Gamow

Claude Bernard

Quantum behav ior  Richard Feynman

The Snout  Loren Eiseley

the copenhagen interpretation of quantum theory  Werner Heisenberg

Silent Spring †   Rachel Carson

quantum perplexit y and debate 

The Double Helix   James D. Watson

metaphor in science  Alan Lightman

The Ecosystem  A. G. Tansley The L and Ethic  Aldo Leopold

The World’s Biggest Membr ane 

R ats  Konrad Lorenz

Lewis Thomas

The Selfish Gene †   Richard Dawkins Just in the Middle  Stephen Jay Gould

Life from Scum  Lynn Margulis †

The Biosphere †   Vladimir I. Vernadsky

The Closing Circle †   Barry Commoner

The Div ersit y of Life †   Edward O. Wilson

bl ack holes and predic table worlds  Stephen Hawking

Man and Nature †   George Perkins Marsh

The Tr agedy of the Commons  Garrett Hardin

†

the origin of the univ erse  Steven Weinberg

K atahdin †   Henry David Thoreau

The Clima x Concept  Frederic E. Clements

An Introduc tion to the Study of Experimental Medicine † 

John Polkinghorne

René Descartes

Intric ac y †   Annie Dillard The Recognition of Gaia †   James E. Lovelock The End of Nature †   Bill McKibben Water Songs  Terry Tempest Williams Cutover  Jan Zita Grover

Indicates a selection taken from a longer work.

Dimensions of Defor mit y  Gordon L. Miller †

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Social Studies

Citizens of the World Readings in Human Rights

The Will of the People Readings in American Democracy

This anthology contains 34 classic and contemporary selections from around the world illustrating the evolution of human rights. Legal documents, essays, memoirs, letters, short fiction, and poetry trace the history of this revolutionary concept. Highlights include:

This anthology brings together many of the most important texts from the history of American democracy, in a format that invites discussion of their meaning and continuing significance. More and more states are requiring that high school students read these primary source documents.

How to K eep a Sl ave  Cato the Elder

Decl ar ation of Independence

Letter xlvii  Seneca the Younger

The Feder alist No. 10  James Madison

Magna C arta

The Feder alist No. 51  James Madison

Second Tre atise of Gov ernment *  John Locke

The Feder alist No. 78  Alexander Hamilton

The Social Contr ac t *  Jean-Jacques Rousseau

Constitution of the United States of Americ a

Decl ar ation of Independence

Fare well Address  George Washington

Decl ar ation of the Rights of Man and of the Citizen Emancipation Procl amation  Abraham Lincoln

Decl ar ation of Sentiments and Resolutions, Senec a Falls Convention

thE United states of americ a v. susan b. anthony*

Emancipation Procl amation  Abraham Lincoln

Independence v. SWAR A J  Mahatma Gandhi

Gett ysburg Address  Abraham Lincoln

The Stalin Epigr am  Osip Mandelstam

Second Inaugur al Address  Abraham Lincoln

I Will Be ar Witness*  Victor Klemperer

Address to the First Annual Meeting of the Americ an Equal Rights Association  Sojourner Truth

Univ ersal Decl ar ation of Human Rights

The United States of Americ a v. Susan B. Anthony

Harlem [ 2 ]  Langston Hughes

Let Americ a Be Americ a Again  Langston Hughes

Surv ival in Auschwit z*  Primo Levi

Letter from Bir mingham Jail  Martin Luther King Jr.

The Rivonia Trial: Second Court Statement * 

Nelson Mandela Letter to Deng Xiaoping  Wei Jingsheng

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Václav Havel, Stanislav Devdry, Jiri Krizan, and Sasa Vondra Comr ades  Nadine Gordimer Red Sc arf Girl*  Ji-li Jiang * Indicates a selection taken from a longer work.

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Visit www.greatbooks.org/will/ to access additional resources for The Will of the People, including related news stories and editorials, informative introductions and discussion questions for each selection, and the full text of sample documents.

Readers 2 Leaders Program: Service Learning with a Taste of Teaching

The Civically Engaged Reader A Diverse Collection of Short Provocative Readings on Civic Activity Featuring 47 readings from literature, philosophy, and religion, this anthology is perfect for service-learning and volunteer programs that want to get more from their experience. Published with support from the Project on Civic Reflection, The Civically Engaged Reader is an indispensable resource for examining the vital connection between the inner life and public service. The book includes a guide to civic reflection; questions to stimulate discussion; and essays, poetry, and fiction by:

• Maya Angelou • Aristotle • Toni Cade Bambara • Andrew Carnegie • Billy Collins

• Langston Hughes • Martin Luther King Jr. • Ursula K. Le Guin • Margaret Sutherland

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In Readers 2 Leaders, students learn:

• Leadership—Setting goals, making decisions, facilitating group interaction

• Teaching—Choosing readings and activities, planning lessons, assessing progress

• Teamwork—Collaborating with peers and mentors In Readers 2 Leaders, students reflect on their efforts, identify challenges, and respond strategically. Readers 2 Leaders includes everything you need for a successful program:

• Dynamic seminars on Shared Inquiry, led by our

Talking Service Readings for Civic Reflection Talking Service Talking Service: Readings for Civic Reflection is the ultimate resource for service-learning programs that want their reflection component to work. Developed and used in the Chicago Public Schools’ service-learning curriculum, Talking Service contains seven brief readings on service that span a range of reading abilities yet are complex enough to provoke real thought and conversation. It also includes reflection exercises and questions for discussion that will help students think more deeply about their service. Readings for Civic Reflection

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Readers 2 Leaders enables high school and college students to experience the best of teaching as they lead younger children in Junior Great Books discussions. It’s an outstanding opportunity for the older students to develop leadership, improve their own reading skills, and explore careers in teaching and work with youth. And their younger students enjoy an educationally effective reading program conducted by well-prepared, nurturing role models.

experienced instructors • A handbook (90 pages) that guides students through practice discussions with peers, lesson preparation, reflection, and mentoring • A Start-Up Packet, ongoing support, and program evaluation tools to help you administer the program Each program is customized to your needs. To learn more, including pricing information, please visit www.greatbooks.org/projects/ylp.html or contact your state sales representative. Readers 2 Leaders was developed with support from the Staples Foundation for Learning.

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More Anthologies and Resources Ideal for teacher discussion groups and for high school classes in English, history, and other disciplines FPO

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“Readings in the Great Conversations series are well-chosen and thought-provoking. What more could any book group ask for?” — Patrick DeMarco Great Books moderator, Osher LIfelong Learning Institute University of South Florida

Each selection is accompanied by a brief introductory essay and questions designed to provoke lively and focused discussion and writing. This volume also includes suggestions for reading these works in different thematic groupings, emphasizing their interconnectedness, as if the authors are holding a conversation that we too can join.

GreatConv-3_COVER_FINAL.indd 1

Great Conversations

1

2

— ­ ­Patrick ­DeMarco ­ ­ Great Books moderator, Osher Lifelong Learning Institute University of South Florida

Hume

From Plato’s dialogue Meno to the most celebrated short story of the Vietnam War, Shelley Tim O’Brien’s “The Things They Carried,” the fifteen selections in Great Conversations 4 continue Balzac the Great Books Foundation’s ongoing series designed for book discussion groups and college humanities courses. Books in the Great Conversations series bring Tolstoysome of the world’s best writing, ranging from classic to contemporary authors, together and are intended for those who believe that great books—regardless of when and where Kipling they were written—address questions of perennial concern.

Pirandello

Each selection is accompanied by a brief introductory essay and questions Crane to provoke lively and focused discussion and writing. This volume also designed includes suggestions for reading these works in different thematic groupings, Anderson emphasizing their interconnectedness, as if the authors are holding a conversation Borges that we too can join.

Beauvoir

In addition, Great Conversations 4 features complete discussion guides for two longer Paley works not reprinted in this anthology, Jane Austen’s Emma and Marcel Proust’s Swann’s Way. Szymborska

Established in 1947, the Great Books Foundation is an independent, nonprofit educational organization that promotes the reading and discussion of classic and contemporary written works across the disciplines. The Foundation provides training in Shared Inquiry, a text-based Socratic method of learning, to college educators, elementary and secondary school programs, and book groups. Visit us at www.greatbooks.org for more information.

Great Conversations

­— ­ ­Earl ­Shorris ­ Contributing editor to Harper’s magazine and founder of the Bard College Clemente Course in Humanities

“Readings in the Great Conversations series are well-chosen and thought-provoking. What more could any book group ask for?”

Chaucer

THE GREAT BOOKS FOUNDATION

The fifteen selections in Great Conversations 3 range from an excerpted portion of Geoffrey Chaucer’s fourteenth-century classic, The Canterbury Tales, to contemporary fiction writer Jhumpa Lahiri’s award-winning short story, “Interpreter of Maladies.” The readings are intended for book groups and college courses that embrace both classic and contemporary writing, for those who believe that great books address questions of perennial importance to people the world over.

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THE GREAT BOOKS FOUNDATION

— Earl Shorris Contributing editor to Harper’s magazine and founder of the Bard College Clemente Course in Humanities

Great Conversations

Great Conversations

THE GREAT BOOKS FOUNDATION

In addition, Great Conversations 3 features complete discussion guides for two longer works not reprinted in this anthology, Niccolò Machiavelli’s The Prince and Charlotte Brontë’s Jane Eyre.

Great Conversations

Great Conversations

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Plutarch

Plato Kant

Kleist Thoreau Arnold James Shaw Chekhov Kawabata Jackson Mueller Lispector

Established ­in ­1947, ­the ­Great ­Books ­Foundation ­is ­an ­independent, ­nonprofit ­educational ­ Foucault organization ­that ­promotes ­the ­reading ­and ­discussion ­of ­classic ­and ­contemporary ­written ­ ­ Lahiri works ­across ­the ­disciplines. ­The ­Foundation ­provides ­training ­in ­Shared ­Inquiry, ­a ­text-based ­ Socratic ­method ­of ­learning, ­to ­college ­educators, ­elementary ­and ­secondary ­school ­programs, ­ ­ BOOKS FOUNDATION and ­book ­groups. ­Visit ­us ­at ­www.greatbooks.org ­for ­more ­information.

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Great Conversations

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Boland O’Brien THE GREAT BOOKS FOUNDATION

Great Conversations

4

Including :

Including :

Including :

Including :

THE EPIC OF GILGAMESH

THE STORY OF SAMSON 

The Pardoner ’s Tale 

meno  Plato

(Judges 13—16)

Geoffrey Chaucer

SELEC TED POEMS  John Donne

The Unk nown Masterpiece 

PROMETHEUS BOUND  Aeschylus PENSÉES*  Blaise Pascal

THE NOSE  Nikolai Gogol

SELF-RELIANCE 

Ralph Waldo Emerson

THE GR AND INQUISITOR* 

OUT OF THE CR ADLE ENDLESSLY ROCKING  Walt Whitman

THE FALL OF THE HOUSE OF USHER 

Fyodor Dostoevsky Edgar Allan Poe

THE VALUE OF SCIENCE* 

Henri Poincaré THE SECRET SHARER  Joseph Conrad THE THEORY OF THE LEISURE CL ASS* 

Thorstein Veblen TELL ME A RIDDLE  Tillie Olsen BOYS AND GIRLS  Alice Munro * Selection taken from a longer work.

BARTLEBY THE SCRIVENER : A STORY OF WALL STREET 

Herman Melville THE pl anning and democr ac y*  Friedrich Hayek GUESTS OF THE NATION 

Frank O’Connor W HICH NE W ER A WOULD THAT BE ? 

Nadine Gordimer W HAT WE TALK ABOUT W HEN WE TALK ABOUT LOVE  Raymond Carver

to perpetual pe ace : a philosophic al sk etch 

Honoré de Balzac

Immanuel Kant

Six Char ac ters in Se arch of an Author 

Where i liv ed, and w hat I lived for*  Henry David Thoreau

Luigi Pirandello

culture and anarchy* 

The Open Boat  Stephen Crane

Matthew Arnold

The Garden of Fork ing Paths 

ma jor barbar a

Jorge Luis Borges

George Bernard Shaw

Introduc tion to The Second Sex 

the darling 

Anton Chekhov

Simone de Beauvoir

Selec ted poems  Lisel Mueller

An Interest in Life  Grace Paley Selec ted Poems 

Wislawa Szymborska

the smallest woman in the world  Clarice Lispector L ava c ameo  Eavan Boland

Interpreter of Mal adies  Jhumpa Lahiri

the things the y c arried 

Tim O’Brien * Selection taken from a longer work.

* Selection taken from a longer work.

NEW!

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Great Conversations

Great Conversations

All books in the Great Conversations series also contain discussion guides for two full-length works.

Great Conversations Including : hek abe  Euripides Selec ted poems 

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John Keats

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Mask s  George Santayana

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5

Euripides

The man who loved isl ands 

D. H. Lawrence

THE GREAT BOOKS FOUNDATION

Keats Hawthorne Mill Santayana Russell Hesse Lawrence Benedict Akutagawa Niebuhr Sartre Wright Weil Welty Murdoch Lessing THE GREAT BOOKS FOUNDATION

Conversations Conversations Conversations Conversations Conversations

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Anthropology and the abnor mal  Ruth Benedict Hell screen 

Ry unosuke ¯ Akutagawa Bright and morning star 

Richard Wright to room nineteen 

Doris Lessing

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Visit www.greatbooks.org/bookgroups to see a complete list of books and resources for teachers and other serious readers who want to start their own book groups!

Great Books Success Stories:

Minneapolis Public Schools After piloting Great Books in 20 diverse middle and high schools this past year, the Minneapolis Public Schools system implemented Great Books districtwide and across the curriculum in grades 6–12. Minneapolis administrators believe Great Books is the best fit for the district’s curriculum reform goals. “The Great Books texts and Shared Inquiry method offer both rich texts and discussion that support generative and critical thinking,” said Tracey Pyscher, secondary literacy and language arts district lead for Minneapolis Public Schools. “We recognize the fluidity of reading, writing, discussion (discourse), inquiry, and investi-

gation as our foundations of English education and high-quality student learning,” added Ellen Debe, the district lead for secondary English language arts. In the fall of 2008, 160 classroom teachers completed the core sequence of Great Books Shared Inquiry professional development. Since then, they have attended expanded professional development workshops. In addition, more than 150 special education teachers completed Great Books professional development in March 2009 and began using the program in their classrooms.

“Great Books is working just as well as we’d hoped,” Pyscher said as the 2009–2010 school year began. “Students are participating with great enthusiasm. They’re thinking deeply about what they read and showing it in classroom discussions.”

Tracey Pyscher, Minneapolis Public Schools

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Introducing GreatBooks Roundtable: It’s not just a middle school language arts program. It’s more! See pages 12–15 inside.

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