great books k-12 catalog

read.think.discuss.grow.

Great Books Roundtable™ for Grades 6–8

See pages 12 to 15

Critical Thinking Walkthrough™ and Connecting Conversations™

See pages 6 and 7

K–12 CATALOG2009/2010

NEW!NEW!

Shared Inquiry™ is a trademark of the Great Books Foundation.

GreatBooks ProgramsMethod + Materials = Teacher and Student Success

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:• Criticalthinking• Readingcomprehension• Writing• Listening• Speaking

ResearchshowsthatwhenschoolsuseGreatBooks, student attendance improves and test scores rise.

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’sEditions,studentanthologies,andotherclassroommaterialstoconducta successful Great Books program.

INSIDEGreat Books Program of Professional Development . . . . 4

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

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

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

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

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

NEW! Great Books Roundtable for Grades 6–8 . . . . . . . 12

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

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

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

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

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

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

Shared Inquiry transforms the classroom. As students improve their reading and thinking,

their enthusiasm for learning grows.

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!

In fall 2006, all the third- through fifth-grade teachers atCopperfieldElementarySchoolcompletedourintroductory professional development course so they could begin leading Great Books discussion intheirclassrooms.Copperfield’sthoroughplanfor implementing Great Books included providing classroom sets of materials for all their teachers, as well as follow-up professional development. Inaddition,Copperfieldplannedforregularlyscheduled classroom coaching by a Great Books staff instructor.

AneighborhoodschoolwithalargeLatinopopulation,Copperfieldhaswatchedasstudentsenthusiastically participate in the program and improve their test scores. Teachers are enjoying

Great Books Success Stories:

Copperfield Elementary School, Austin, Texas Great Books so much that they consistently include schoolwide Great Books “Discussion Days” in their languageartscurriculum.SeeavideoofCopperfield’sDiscussion Day at www.youtube.com/greatbooksfnd.

Now entering its fourth year using Great Books, Copperfieldhasexpandeditsprogramtoincludesecond grade. The school also has several bilingual teachers leading discussions as a dual language activityinEnglishandSpanish.Lastspring,NyssaArcos, a fifth-grade bilingual teacher, received a Great Books, Great Teacher award from the Foundation.

Students say they enjoy Great Books because it gives themthefreedomofbeingabletoexpressthemselveswithoutwaitingtobecalledon.“That’swhatIreallythink 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.

“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.

“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

800-222-5870 3

Great Books Program of Professional Development

100 LevelGetting Started: The Core Courses

200 LevelGetting Better: Strengthening Shared Inquiry

300 LevelGoing for Great: Developing Expertise

Go to www.greatbooks.org/descriptions to see details about all our professional development courses.

According to the National Staff Development Council and the National

Education Association, Great Books professional development increases student achievement in elementary,

middle, and high school grades.

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

Begin with the Core SequenceThe 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 stu-dents improve reading comprehension, critical thinking, and writing skills

• Learnhowtoactivatestudents’curiosityandcriticalthinkingbyengagingwithatext

• 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

Get the Support You NeedAs you become familiar with Shared Inquiry, our on-site consultation days and 200- and 300-level courses will help you strengthen your skills, develop trueexpertise,andtransferthispowerfulmethodof learning to your students. In addition, our new website is filled with Shared Inquiry resources for yourcurriculum.Checkitout!

GreatBooksProgram of Professional DevelopmentIn Great Books professional development, teachers learn to use the Shared Inquiry method so they can:

• Ask powerful questions that engage students and makediscussionsproductivelearningexperiences

• Help their students toward higher achievement in language arts and other disciplines

• LeadGreatBooksprogramsintheclassroom

• Transfer Shared Inquiry strategies into all content areas

4 Order today at www.greatbooks.org.

Professional Development FeesThe 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.Consultationdaysand200-leveland300-level courses are tailored to meet your needs and are purchased on a per-day basis. For assistance with planning and complete pricing information, call800-222-5870,ext.0,andaskforthesalesrepresentative for your state.

CONTiNuiNG eDuCATiON CReDiT

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 rightaway!Everyonewhocompletesthecore sequence is eligible for a discount on a Starting Off Strong set, which includesoneLeader’sGuideandthirtystudentbooks,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. EachlevelofStartingOffStrongincludesfourshortselectionsandanaccompanyingLeader’sGuide.Easy-to-follow 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.

CODE ITEM DISCOuNT rEGular

SOS-B23 Starting Off Strong Series 2–3 $39.95 $59.95



Starting Off StrongBegin Shared Inquiry in your classroom for only $39.95!

Planning Your Professional DevelopmentTo arrange professional development for your staff, callusat800-222-5870,ext.0,andaskforyourstate’ssalesrepresentative.Wewillhelpyoucreatea 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.

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.

On-Site ConsultationsWe 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-leddemonstrationsofSharedInquiry

• Lessonorcurriculumplanningtoconnect Great Books to other subject areas

• ColeadingwithaGreatBooksinstructor

• Coachingtotakeyourquestioningtechniquestoa higher level

• Strategyandtroubleshootingmeetings

• Presentationstogroupsofparentsorotherteachers

CallyourGreatBooksstatesalesrepresentativetoplanyourconsultationdays!

OUR MOST

POPULAR

FOLLOW-UP

OPTION

Go to www.greatbooks.org/courses/ or call your Great Books sales representative to find out about upcoming courses. 5800-222-5870

Critical Thinking Walkthroughfrom the Great Books Foundation, powered by Teachscape®

The Great Books Foundation is pleased to announce the creation of the Great Books Critical Thinking Walk-

through, 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 professional development that meets the goals of the school or district.

CTW Features• Look-forsoncriticalthinkingstrategiesthat

support literacy and learning in every subject in grades K–12

• CWT3.0observationsoftware,loadedona wireless handheld device for easy use and direct transmission, allowing for clear, ready-to-use reports

• Bothanintroductoryinstituteandmaterialsthatprepare instructional leaders to plan and initiate walkthroughs and to analyze collected data in collaboration with teachers to design on-site professional development

6

from GreatBooks!NEW!NEW!

PricingThecompleteimplementationforupto25participants(inupto10buildings)is$23,000.Renewalof theCWT3.0licenseforeachsubsequentyearis$800perbuilding.Formoredetails,contactthesalesrepresentative for your state at 800-222-5870 or visit www.greatbooks.org/ctw.

Sample screen from Great Books Critical Thinking Walkthrough


Connecting Conversationsfrom the Great Books Foundation and Connections Academy®

TheGreatBooksFoundation’sprogramisusedextensivelybecauseitprovides students with the depth of comprehension and critical thinking theyneedandenjoy.ConnectionsAcademyprovidesthetechnologicalexpertise,theonlineforum,andGreatBooks–trainedteachers.Together,the two programs deliver a complete, high-quality package of challenging literature and online discussion with peers.

Features• Flexibleplatform—foruseinclassroom,after-school,summer,

and homeschool settings• SharedInquirydiscussion—basedontheSharedInquiry

method of learning • GreatBooksanthologies—high-qualityliteraturespeciallyselected

to support rigorous discussion• Certifiedteachers—statecertifiedandtrainedintheSharedInquirymethod• ConnectionsAcademyonlinediscussionenvironment—acomputerplatform

that links students across the United States

Pricing and Program RequirementsThe program costs $250 per student for either an 11-week course (meets twice a week) or a 22-week course(meetsonceaweek).Customizedpackagesare available for districts or schools with a group of 10 or more participating students. To find out more about implementingConnectingConversationsinyour district or school, contact the sales representative for your state or visit www.greatbooks.org/connecting.

7

The Great Books Foundation and Connections Academy offer, for the first time,

the outstanding Great Books programs online: Connecting Conversations.

Connecting ConversationsProgram Benefits

• Providesoutstandingliteratureproventobeinteresting and appropriate for all students

• Givesstudentstheopportunitytoreadanddiscuss in-depth and to work with peers

• Savesonstaffprofessionaldevelopmentex-pense and paid staff time

• Providesanoutstandingprogramtostudentswithout having to organize a “critical mass” of students on-site

800-222-5870 7

Sun SeRieS (grade 1)

VoLume 1

The BLack hen’S eggFrench folktale as told by Natalie Savage Carlson

The mouSe anD The WizaRDHindu fable as told by Lucia Turnbull

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

VoLume 2

RumPeLSTiLTSkinBrothers Grimm, translated by Ralph Manheim

eeyoRe haS a BiRThDay anD geTS TWo PReSenTS A. A. Milne

“When i gRoW uP”Poetry by Rabindranath Tagore and X. J. Kennedy, and a Chippewa song

VoLume 3

The king of The fRogSAfrican folktale as told by Humphrey Harman

SnoW-WhiTe anD The SeVen DWaRfSBrothers Grimm, translated by Randall Jarrell

“mySTeRiouS animaLS”Poetry by T. S. Eliot, Jenifer Kelly, and Robert Graves

coDe iTem PRice iSBnJRA-SUN Student Anthology $15.95 0-945159-40-4JTE-SUN Teacher’s Edition $24.95 0-945159-95-1JSM-ASUN Audiotapes $50.95 0-945159-44-7

PegaSuS SeRieS (grade 1)

VoLume 1

cheSTnuT PuDDingIroquois folktale as told by John Bierhorst

The PieD PiPeREnglish folktale as told by Joseph Jacobs

“fancifuL animaLS”Poetry by Edward Lear and A. A. Milne

VoLume 2

The meRmaiD Who LoST heR comBScottish folktale as told by Winifred Finlay

hanSeL anD gReTeLBrothers Grimm, translated by Randall Jarrell

“SPeciaL PLaceS”Poetry by Gwendolyn Brooks and Robert Frost, and a Navajo poem

VoLume 3

moTheR of The WaTeRSHaitian folktale as told by Diane Wolkstein

zLaTeh The goaT Isaac Bashevis Singer

“SecReT meSSageS”Poetry by Robert Louis Stevenson, Barbara Juster Esbensen, and Emily Dickinson

coDe iTem PRice iSBnJRA-PEG Student Anthology $15.95 0-945159-41-2JTE-PEG Teacher’s Edition $24.95 0-945159-96-XJSM-APEG Audiotapes $50.95 0-945159-45-5

GreatBooks Read-Aloud for Grades K-1

SaiLing ShiP SeRieS (grades k–1)

VoLume 1

The ShoemakeR anD The eLVeSBrothers Grimm as told by Wanda Gág

The fRog WenT a-TRaVeLingRussian folktale as told by Vsevolod Garshin

“nighT inTo DaWn”Poetry by Robert Hillyer and John Ciardi, and a Mescalero Apache song

VoLume 2

The TaLe of TWo BaD mice Beatrix Potter

Bouki cuTS WooDHaitian folktale as told by Harold Courlander

“fanTaSy”Poetry by Sylvia Plath, Edward Lear, and Lewis Carroll

VoLume 3

Lion aT SchooL Philippa Pearce

coyoTe RiDeS The SunNative American folktale as told by Jane Louise Curry

“SeaSonS”Poetry by Nikki Giovanni, Robert Louis Stevenson, and Langston Hughes

coDe iTem PRice iSBnJRA-SAI Student Anthology $15.95 0-945159-43-9JTE-SAI Teacher’s Edition $24.95 0-945159-74-9JSM-ASAI Audiotapes $50.95 0-945159-47-1

DRagon SeRieS (grades k–1)

VoLume 1

The fRog PRinceBrothers Grimm as told by Wanda Gág

guinea foWL anD RaBBiT geT JuSTiceAfrican folktale as told by Harold Courlander and George Herzog

“naTuRe SPeakS”Poetry by Carl Sandburg, James Reeves, and Federico García Lorca

VoLume 2

feRaJ anD The magic LuTeArabian folktale as told by Jean Russell Larson

The TaLe of Johnny ToWn-mouSeBeatrix Potter

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

VoLume 3

Buya maRRieS The ToRToiSeAfrican folktale as told by W. F. P. Burton

The huckaBuck famiLy anD hoW They RaiSeD PoP coRn in neBRaSka anD QuiT anD came Back Carl Sandburg

“magicaL PLaceS”Poetry by Byrd Baylor, William Shakespeare, and Martin Brennan

coDe iTem PRice iSBnJRA-DRA Student Anthology $15.95 0-945159-42-0JTE-DRA Teacher’s Edition $24.95 0-945159-73-0JSM-ADRA Audiotapes $50.95 0-945159-46-3


SeRieS 2, first SemesterThe haPPy Lion Louise Fatio

The TaLe of SQuiRReL nuTkinBeatrix Potter

hoW The cameL goT hiS humPRudyard Kipling

kanga anD BaBy Roo come To The foReST, anD PigLeT haS a BaTh(from Winnie-the-Pooh) A. A. Milne

aRaP Sang anD The cRaneS African folktale as told by Humphrey Harman

BLue mooSe Daniel Manus Pinkwater

anancy anD Dog anD PuSS anD fRienDShiPWest Indian folktale as told by James Berry

Jack anD The BeanSTaLkEnglish folktale as told by Joseph Jacobs

The magic LiSTening caPJapanese folktale as told by Yoshiko Uchida

The JackaL anD The PaRTRiDgePunjabi folktale as told by Flora Annie Steel

naiL SouP Swedish folktale as told by Linda Rahm

The aPPLe of conTenTmenT Howard Pyle

coDe iTem PRice iSBnJSE-21 Student Anthology $15.95 1-880323-00-1JAB-21 Student Activity Pages $50.95 JTE-21 Teacher’s Edition $24.95 1-880323-25-7JSM-A21 Audiotapes $50.95 1-880323-38-9

SeRieS 2, Second SemesterThe ReD BaLLoon Albert Lamorisse

The oTheR SiDe of The hiLLElizabeth Coatsworth

The emPeRoR’S neW cLoTheSHans Christian Andersen

hoW The eLePhanT Became Ted Hughes

ananSi’S fiShing exPeDiTionWest African folktale as told by Harold Courlander and George Herzog

The VeLVeTeen RaBBiT Margery Williams

The TeRRiBLe LeakJapanese folktale as told by Yoshiko Uchida

The Singing ToRToiSeWest African folktale as told by Harold Courlander and George Herzog

ThRee BoyS WiTh JugS of moLaSSeS anD SecReT amBiTionS Carl Sandburg

cinDeReLLa Charles Perrault

The mouSe’S BRiDeIndian folktale as told by Lucia Turnbull

hoW coyoTe SToLe The SunNative American folktale as told by Jane Louise Curry

coDe iTem PRice iSBnJSE-22 Student Anthology $15.95 1-880323-01-XJAB-22 Student Activity Pages $50.95JTE-22 Teacher’s Edition $24.95 1-880323-26-5JSM-A22 Audiotapes $50.95 1-880323-39-7

PROGRAm mATeRiALSRead Aloud (K–1) and Series 2

EachRead-Aloud(K–1)serieshasnineunits,including folktales, poetry, and fiction. Two semesters of materials are available for Series 2, whichincludesfolktales,children’sstories,and classic and modern fiction.

Teacher’s editions• Complete student

readings• Lesson plans and

activities• Copies of all student

activities

Student Anthologies• Read-Aloud: Four series, each

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

Activity Pages (Series 2)• Ready-to-use pages for each

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

Audiotapes• Professionally recorded

versions of each selection

Activities include:Read-Aloud (K–1)• 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• 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

GreatBooks for Grade 2

800-222-5870 9

SeRieS 3, Book oneThe BanzaHaitian folktale as told by Diane Wolkstein

The man WhoSe TRaDe WaS TRickSGeorgian folktale as told by George and Helen Papashvily

The fiSheRman anD hiS WifeBrothers Grimm

ooka anD The honeST ThiefJapanese folktale as told by I. G. Edmonds

iT ’S aLL The fauLT of aDamNigerian folktale as told by Barbara Walker

The monSTeR Who gReW SmaLLJoan Grant

The SeLkie giRLScottish folktale as told by Susan Cooper

The muShRoom manEthel Pochocki

The PRinceSS anD The BeggaRKorean folktale as told by Anne Sibley O’Brien

The fiRe on The mounTainEthiopian folktale as told by Harold Courlander and Wolf Leslau

coDe iTem PRice iSBnNSE-31 Student Anthology $16.95 1-933147-02-4NRJ-31 Reader’s Journal $10.95 1-933147-26-1NLE-31 Leader’s Edition $49.95 1-933147-18-0NCD-31 Audio CD $55.95 1-933147-10-5

SeRieS 3, Book TwoThe DReam WeaVeRConcha Castroviejo

Jean LaBaDie’S Big BLack DogFrench-Canadian folktale as told by Natalie Savage Carlson

caPoRuSheSEnglish folktale as told by Flora Annie Steel

The uPSiDe-DoWn BoyJuan Felipe Herrera

The gReen manGail E. Haley

The ugLy DuckLingHans Christian Andersen

WhiTe WaVeChinese folktale as told by Diane Wolkstein

The mouSeWifeRumer Godden

hoW The ToRToiSe BecameTed Hughes

TWo WiSe chiLDRenRobert Graves

coDe iTem PRice iSBnNSE-32 Student Anthology $16.95 1-933147-03-2NRJ-32 Reader’s Journal $10.95 1-933147-27-XNLE-32 Leader’s Edition $49.95 1-933147-19-9NCD-32 Audio CD $55.95 1-933147-11-3

PROGRAm mATeRiALSfor 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

Student Anthologies• Contain ten stories per volume, each

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

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

GreatBooks for Grades 3–5


SeRieS 4, Book oneThank you, m’amLangston Hughes

The goLD coinAlma Flor Ada

TueSDay of The oTheR JuneNorma Fox Mazer

PRoT anD kRoTPolish folktale as told by Agnes Szudek

chin yu min anD The gingeR caTJennifer Armstrong

The nighTingaLeHans Christian Andersen

fReShPhilippa Pearce

ThunDeR, eLePhanT, anD DoRoBoAfrican folktale as told by Humphrey Harman

aLL SummeR in a DayRay Bradbury

BeauTy anD The BeaSTMadame de Villeneuve


SeRieS 4, Book TwoShReWD ToDie anD LyzeR The miSeRUkrainian folktale as told by Isaac Bashevis Singer

The goLDfiShEleanor Farjeon

The gReaT BLackBeRRy PickPhilippa Pearce

The SToRy of Wang LiElizabeth Coatsworth

The hemuLen Who LoVeD SiLenceTove Jansson

The enchanTeD STickSSteven J. Myers

The eLePhanT’S chiLDRudyard Kipling

mR. SingeR’S nicknameSJames Krüss

The LiTTLe humPBackeD hoRSeRussian folktale as told by Post Wheeler

aLi BaBa anD The foRTy ThieVeSfrom The Arabian Nights

coDe iTem PRice iSBnNSE-42 Student Anthology $16.95 1-933147-05-9NRJ-42 Reader’s Journal $10.95 1-933147-29-6NLE-42 Leader’s Edition $49.95 1-933147-21-0NCD-42 Audio CD $55.95 1-933147-13-x

SeRieS 5, Book oneThe no-guiTaR BLueSGary Soto

kaDDo’S WaLLWest African folktale as told by Harold Courlander and George Herzog

TuRQuoiSe hoRSeGerald Hausman

a game of caTchRichard Wilbur

oLiVeR hyDe’S DiShcLoTh conceRTRichard Kennedy

The hunDReD-DoLLaR BiLLRose Wilder Lane

The inViSiBLe chiLDTove Jansson

in The Time of The DRumSGullah folktale as told by Kim L. Siegelson

LeaRning The gameFrancisco Jiménez

The BaT-PoeTRandall Jarrell

coDe iTem PRice iSBnNSE-51 Student Anthology $16.95 1-933014-06-7NRJ-51 Reader’s Journal $10.95 1-933147-30-xNLE-51 Leader’s Edition $49.95 1-933147-22-9NCD-51 Audio CD $55.95 1-933147-14-8

SeRieS 5, Book TwochaRLeSShirley Jackson

a BaD RoaD foR caTSCynthia Rylant

PoDhu anD aRuWaAfrican folktale as told by Humphrey Harman

Lenny’S ReD-LeTTeR DayBernard Ashley

BaRBieGary Soto

ghoST caTDonna Hill

Lucky BoyPhilippa Pearce

mauRice’S RoomPaula Fox

The PRince anD The gooSe giRLElinor Mordaunt

The BeRmuDa TRiangLeTim Wynne-Jones


11800-222-5870

• High-qualityliterature• In-depthreading,criticalthinking,

and writing activities• Teachingandlearninginstages• Differentiatedinstruction

• Reinforcementofskillsandconcepts• Assessmentoptions• Standards-basedlearning• Research-basedlearning• Renownedprofessionaldevelopment

The Great Books Roundtable program preserves the features that have made Great Books programs uniqueandexcitingformorethanforty years—a focus on outstanding

literature and student-centered learning—while providing additional support for the discussion leader, tools for interpreting literature in a differentiated classroom, andunprecedentedflexibilityinclassroomuse.

Benefits for Teachers and StudentsTeacherswillexperienceaparadigmshiftbyusingand becoming proficient in the Shared Inquiry method of learning. They will change from:

• Tellingtoquestioning• Teacher-centeredtostudent-centered• Literalandfactualstancetointerpretivestance• Teachervalidatingananswertostudentsvalidat-

ing an answer

Teachers will find it easy to:

• PlanandbegintheirRoundtableprogramwiththeflexibilitythatallowsthemtofulfillthe academic needs of their students

• Meetfederalrequirementstoteachreading comprehension, fluency strategies, and vocabulary development

• Integratethereadingandwritingprocess• Assessstudents’progresstomeetAdequate

Yearly Progress• Integrate21stcenturyskillsintotheirprogram

Students will see themselves as successful learners and thinkers by:

• Confidentlysharingandexplainingtheirideas• Gainingconfidencewhenapproachingchalleng-

ingtexts• Becomingself-aware,self-monitoringreaders

Students will learn to read for meaning by:

• Usingreadingcomprehensiontobetterunderstandatext

• Supportingideaswithevidenceandweighingdifferent answers

• Developingappreciationforrich,rewardingliterature

Students will develop cognitive, social, and emotional intelligences by:

• Thoughtfullyconsideringdifferentpointsofview• Listeningtoothersandrespondingappropriately• Creatingacollaborativeclassroomcommunity

with support from their peers and teachers

Roundtable brings you:

GreatBooks Roundtable™NEW!NEW!


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

and poetry by award-winning authors•Beautifully rendered, original artwork providing

visual interest between stories

Leader’s editionUnit guides include:

•Annotated student anthology pages•Activities grouped into sessions• Suggested vocabulary words• Prompts and questions for prediscussion,

discussion, and postdiscussion activities

Audio CDs• Professionally recorded audio versions of

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

Activity instruction CardsFlexible,durable,two-andfour-sidedactivity 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

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

Road mapIn-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

Roundtable Classroom materials

GreatBooks

Roundtable

Level 1

GreatBooks

Roundtable

Level 2

for Grades 6–8

Tables of contents for all three levels and

ordering information on the next two pages

MR. FisheR

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

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

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

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

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

Mr. Fisher: (After reading to “. . . under white knee socks that never stayed up” [p. 31].) Several parts of this passage appeal to my sense of sight and help me imagine what gypsies look like. I can see their dark hair and their brown hands loaded with 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 find it helpful to visualize, or picture in your mind, what is going on in the story. Try to imagine sights, smells, 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 question mark here and read on to see if she is important to the story.

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

Great Books Roundtable Road Map • Level 224

? = Youhaveaquestionaboutthestory.✓ = Youagreewithsomething.✗ = Youdisagreewithsomething.

Mr. Fisher knows that to keep the students engaged in the reading, it is important to refrain from

interrupting the flow of the story and to stop only when students seem to struggle with comprehension.

He reads without interjecting until further into the story, when he notices that no one is marking

questions during a passage rich with interpretive issues (the highlighted passage on pages 33–34).

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

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

(After reading to “. . . the old Greeks and Romans” [p. 33].) Before we continue, 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 to the second paragraph on page 32. I wonder why 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 marking questions. If you’ve been marking where you agree or disagree with something, continue with that, too.

Mr. Fisher pauses to reread a difficult passage that students have not marked (Support). Mr. Fisher shows students how a passage contains opportunities for questions by briefly modeling the questioning process and having students follow suit (Support).

Mr. Fisher encourages students who are marking the higher-level prompt to contribute their ideas (Challenge).

Mr. Fisher: (After reading to “But I didn’t mean it . . .” [p. 34].) Did anyone mark a question on this page? (No response.) Let’s read it again. (Rereads from “‘Why not?’ I shouted . . . ” to “ . . . I couldn’t bring out one word” [pp. 33–34].) I have a question. Why does “something hot and sad and mean” rise inside Hanna when she thinks about Renate playing with Sybille? (Continues reading to the end of the page.) Did anyone mark a question this time?Simon: I marked next to “Her limp seemed worse than ever before” because I wonder why Hanna thinks this. (A few more students share their 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 face is “red, then ashen.” I agree with how Renate reacts to Hanna. I think I would act that way, too. (Another student explains a mark of agreement or disagreement.)Mr. Fisher: All right, let’s read on.

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68CD-ROMGreat Books Roundtable • Level 2

Poetic ResPonse

Harlem [2] Langston Hughes

Activity Summary Students write an original poem using “Harlem [2]” as a model. The concept covered in this activity is the simile.

Student Learning Objective To write an original poem based on the prominent features of a specified poem

Key Shared Inquiry Concept Responding creatively to a text helps readers formulate further insights into its meaning.

Activity instructionsActivity instructions

1. Go over the definition of simile with students: a comparison between two things using “like” or “as.” Have a few volunteers offer examples of similes in “Harlem [2],” explaining what two things are being compared and why they think Hughes chose that particular simile.

2. Remind students that Hughes also asks the reader an intriguing question in his poem. Tell students that they will be writing their own poems that ask their readers an imaginative question and offer answers using similes. Distribute the handout for 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?

4. Have each student choose a favorite question and complete the handout. If students need more guidance, complete a copy of the handout as a class before students work on their own.

5. Have students copy their poems onto clean paper and illustrate them if they wish. Display them in the classroom, have students recite their poems, or create a class anthology for each student to take home.

6. Use the Poetic Response Rubric to assess students’ poems. Poems should include the following features: A question A series of similies answering the question At least three stanzas

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Name: Date:

Reading selection: Reviewed by:

Great Books Roundtable • Level 2 18CD-ROM

Expository Writing: intErprEtivE Essay

Peer Review Checklist

continued

Instructions1. Read your partner’s draft essay and fill out the Peer Review Checklist, using these guidelines and

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

2. Look at the checklist your partner filled out for your own essay. Put a question mark next to any comments that are confusing to you or need more explanation.

3. With your partner, go over both checklists, asking one another to explain anything marked with a question mark.

4. If you have time, try reading your essay aloud and stopping whenever you or your partner hears something that is still confusing or needs more explanation.

Peer Review GuidelinesReviewing your draft with a partner can help both of you make your arguments clearer and stronger. Here are some tips for a successful review.

When you review a draft essay: Try to understand your partner’s argument, even if you have a different opinion. Your job as a reviewer is to help your partner express his or her ideas, not to try to change those ideas.

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: 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.

When you discuss your checklists with each other: 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 chose is really strong.”

Don’t take it personally. Your partner’s feedback is a valuable tool to help you make your essay stronger.

Revision Checklist for Writer Read partner’s checklist about your work.

Talk with partner about what he or she wrote.

Make notes about how your draft might be revised.

Revised draft is due on (date):

If the question has . . . Then it is probably . . .One correct answer that comes directly from the text

factual

One reasonable answer that comes from sources outside the text such as encyclopedias

background

Reasonable answers based on personal opinion or experience evaluative

Reasonable answers based on imagination or guessing speculative

Two (or more) reasonable answers supported by evidence from the text interpretive

Activity Summary Students share different types of questions about the text.

Student Learning Objectives To identify and address questions arising from a textTo identify potential interpretive questions about a text

Key Shared Inquiry Concept Asking and addressing questions are essential strategies for understanding a text.


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

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.

3. Help students identify any vocabulary questions on the class list and mark them for possible exploration in the Stage 2 vocabulary activity (card 21 ).

Part 2: Working Through Remaining Questions (20–25 minutes)4. Reproduce the Question Testing Chart (see side 4 of this card) on the board or an

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 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.

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

Question:

Answer #1: Answer #2:

Evidence: Evidence:

Source: Source:

Type of question? Factual Background Speculative Evaluative Interpretive

Question:


Evidence: Evidence:

Source: Source:


Name: Date:

Reading selection:

Instructions 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.

Copyright ©

2010 The Great Books Foundation

Great Books Roundtable • Level 2 Great Books Roundtable • Level 2

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Stage 2Sharing Questions

Stage 2 Question Testing Chart

Sta

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Sharing Questions

Student Handout (side 4)

20

If the question has . . . Then it is probably . . .One correct answer that comes directly from the text

factual

One reasonable answer that comes from sources outside the text such as encyclopedias

background

Reasonable answers based on personal opinion or experience evaluative

Reasonable answers based on imagination or guessing speculative

Two (or more) reasonable answers supported by evidence from the text interpretive

Activity Summary Students share different types of questions about the text.

Student Learning Objectives To identify and address questions arising from a textTo identify potential interpretive questions about a text

Key Shared Inquiry Concept Asking and addressing questions are essential strategies for understanding a text.


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

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.

3. Help students identify any vocabulary questions on the class list and mark them for possible exploration in the Stage 2 vocabulary activity (card 21 ).

Part 2: Working Through Remaining Questions (20–25 minutes)4. Reproduce the Question Testing Chart (see side 4 of this card) on the board or an

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 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.

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

Question:


Evidence: Evidence:

Source: Source:


Question:


Evidence: Evidence:

Source: Source:


Name: Date:

Reading selection:

Instructions 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.

Copyright ©


Great Books Roundtable • Level 2 Great Books Roundtable • Level 2

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Stage 2Sharing Questions

Stage 2 Question Testing Chart

Sta

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Sharing Questions

Student Handout (side 4)

20

GreatBooks

Roundtable

Level 3

13800-222-5870

Great Books Roundtable Level 1

GastonWilliam Saroyan

the oLd man of the sea Maeve Brennan

thRouGh the tunneL Doris Lessing

Raymond’s Run Toni Cade Bambara

the witch who came foR the weekend (from Juliet’s Story) William Trevor

as the niGht the day Abioseh Nicol

the paRsLey GaRden William Saroyan

the veLdt Ray Bradbury

a LikeLy pLace Paula Fox

the mountain Charles Mungoshi

afteRnoon in Linen Shirley Jackson

the mysteRies of the caBaLa Isaac Bashevis Singer

RattLesnakes (from Our National Parks) John Muir

thRowinG snowBaLLs (from An American Childhood ) Annie Dillard

intRoduction to poetRyBilly Collins

[ i ’m noBody! who aRe you?] Emily Dickinson

this is just to say William Carlos Williams

mushRooms Sylvia Plath

taBLeEdip Cansever

the Road not taken Robert Frost


the white umBReLLaGish Jen

haRRison BeRGeRon Kurt Vonnegut Jr.

the fiRst day Edward P. Jones

pRops foR faith (from Floating in My Mother’s Palm)Ursula Hegi

eL diaBLo de La cieneGaGeoffrey Becker

the cat and the coffee dRinkeRs Max Steele

the Box house and the snow Cristina Henríquez

i just kept on smiLinG Simon Burt

meRcedes kane Elizabeth McCracken

sandRa stReet Michael Anthony

day of the ButteRfLy Alice Munro

the white ciRcLe John Bell Clayton

the woLf (from The Unexpected Universe) Loren Eiseley

coLteR’s way Sebastian Junger

haRLem [2]Langston Hughes

an iRish aiRman foResees his death

William Butler Yeats

[n] E. E. Cummings

the foRt Marie Howe

BicycLesAndrei Voznesensky

snake D. H. Lawrence

GreatBooksRoundtable

Level 2


Level 1

code item pRice isBnGBR-SE2 Student Anthology $19.95 978-1-933147-54-3GBR-LM2 Leader’s Materials Box $295.95 978-1-933147-63-5

code item pRice isBnGBR-SE1 Student Anthology $19.95 978-1-933147-53-6GBR-LM1 Leader’s Materials Box $295.95 978-1-933147-C2-8

GreatBooks Roundtable™ for Grades 6–8NEW!NEW!



the summeR of the BeautifuL white hoRseWilliam Saroyan

suckeR Carson McCullers

the possiBiLity of eviL Shirley Jackson

supeRstitions Mary La Chapelle

GRyphonCharles Baxter

feLLowship Franz Kafka

appRoximations Mona Simpson

the Bet Anton Chekhov

the secRet Lion Alberto Álvaro Ríos

staR food Ethan Canin

a visit of chaRity Eudora Welty

the destRuctoRs Graham Greene

how it feeLs to Be coLoRed me Zora Neale Hurston

i have a dReam Martin Luther King Jr.

the handMary Ruefle

the sonG of the wandeRinG aenGus William Butler Yeats

chiLd on top of a GReenhouseTheodore Roethke

the paRakeets Alberto Blanco

mendinG waLL Robert Frost

the fish Elizabeth Bishop

Request your FREE Roundtable sample unit and video at www.greatbooks.org/roundtable or call the Great Books sales representative for

your state today! The sample unit details all of Roundtable’s benefits and features,

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code item pRice isBnGBR-SE3 Student Anthology $19.95 978-1-933147-55-0GBR-LM3 Leader’s Materials Box $295.95 978-1-933147-64-2

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Level 3

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The Leader’s Materials box includes:• Leader’sEdition• ProgramPreviewCard• PostersandBookmarks• AudioCDs• RoadMap• ActivityInstructionCards• CD-ROM


Great Books Discussion Guides• For four to six selected readings from each of

thirteen titles from the Literature & Thought series

• Questions for Shared Inquiry discussion• Interpretive activities to support all students

through the reading process

Literature & Thought Student Anthologies• Fiction and nonfiction selections• Softcover and hardcover available

Perfection Learning Teacher Guides• Suggestions for modeling critical thinking skills• Activities to develop writing skills

Perfection Learning for Grades 6–12

The Great Books Foundation has teamed with Perfection Learning, a renowned Iowa-based p ublisher of instructional materials for pre-K–12, to create DiscussionGuidesforselectedtextsinPerfectionLearning’sgroundbreakingLiterature & Thought series. These guides, together with Great Books professional development, help teachers and students use the Shared Inquiry method to delve more deeply intothethought-provokinganthologies.Eachguide includes discussion questions and easy-to-implement interpretive activities. The student anthologies are grouped by themes, genres, and historical eras, so teachers can create their own literature program, supplement any basal program, or integrate literature with other disciplines.

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DaRk DayS: ameRica’S gReaT DePReSSion

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ReCOmmeNDeD SuPPLemeNT

Order today at www.greatbooks.org.16

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featuring selections by countee cullen, caroline Bond Day, Rudolph fisher, Langston hughes, zora neale hurston, and Dorothy West

To Be a heRocoDe iTem PRice

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featuring selections by christy Brown, David Dinkins, Robert hayden, kristin hunter, Roger Rosenblatt, nancy Schimmel, and Brian m. Thomsen

WiDe oPen SPaceS: ameRican fRonTieRS

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featuring selections by miguel algarín, Stephen Vincent Benét, Ray Bradbury, Stephen crane, and Jim kjelgaard

fRee aT LaST: The STRuggLe foR ciViL RighTS

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featuring Brown v. Board of Education and selections by countee cullen, W. e. B. Du Bois, Paul Laurence Dunbar, John f. kennedy, martin Luther king Jr., george c. Wallace, Richard Wright, and malcolm x

a houSe DiViDeD: ameRica’S ciViL WaR

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featuring selections by Ray Bradbury, Robert W. chambers, abraham Lincoln, Linda Pastan, and gary Paulsen

VoiceS of The hoLocauSTcoDe iTem PRice

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featuring selections by ephim fogel, Bernard gotfryd, Lyn Lifshin, amos neufeld, and elie Wiesel

fRom TheRe To heRe: The immigRanT exPeRience

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featuring selections by michael gold, emma Lazarus, charles osgood, michael Pupin, adrienne Rich, and yoshiko uchida

TimeS of change: VieTnam anD The 60s

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featuring selections by anne Simone auger, Ron kovic, estela Portillo, Tim o’Brien, gary Paulsen, and Ron Steinman

WhaT on eaRTh?an ecoLogy ReaDeR

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featuring selections by harvey arden and Steve Wall, Joe kane, and David Quammen

To obtain ISBN numbers for any Perfection learning title, go to www.greatbooks.org/perfection. 800-222-5870 17

I N T R O D U C T I O N T O

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I N T R O D U C T I O N T O Great Books

F I R S T S E R I E S

Why War? Sigmund Freud

The Melian Dialogue Thucydides

The Social Me William James

Rothschild’s Fiddle Anton Chekhov

Concerning the Division of Labor Adam Smith

Chelkash Maxim Gorky

How an Aristocracy May Be Created

by Industry Alexis de Tocqueville

Observation and Experiment Claude Bernard

Everything That Rises Must Converge Flannery O’Connor

An Essay in Aesthetics Roger Fry

An Outpost of Progress Joseph Conrad

On Studying José Ortega y Gasset

TheGreatBooksFoundationA nonprofi t educational organization

S E C O N D S E R I E S

Politics Aristotle

Of Commonwealth Thomas Hobbes

Barn Burning William Faulkner

Of Civil Government John Locke

In Exile Anton Chekhov

The Declaration of Independence

Equality Isaiah Berlin

Sorrow-Acre Isak Dinesen

Why Americans Are Often So Restless Alexis de Tocqueville

After the Ball Leo Tolstoy

Habit William James

The Overcoat Nikolai Gogol


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T H I R D S E R I E S

On Happiness Aristotle

Habits and Will John Dewey

Happiness Mary Lavin

Crito Plato

On Liberty John Stuart Mill

Conscience Immanuel Kant

A Hunger Artist Franz Kafka

Of the Limits of Government John Locke

Antigone Sophocles

Why Great Revolutions Will Become Rare Alexis de Tocqueville

A Room of One’s Own Virginia Woolf

In Dreams Begin Responsibilities Delmore Schwartz


Great Books

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Leader’s Guides• Packaged with student anthology• Suggested schedule of activities• Interpretive activities to engage students throughout

the reading process• Recommended approaches for working with

fiction and nonfiction• Questions for Shared Inquiry discussion• Building Your Answer master that aids students’

responses to Shared Inquiry questions

Student Anthologies• Twelve outstanding reading selections in each series• Questions for Shared Inquiry discussion• Author biographies• Short essays about literature and the process of

interpretive reading

Grades 9–12

fiRST SeRieS (grade 10)

Why WaR? Sigmund Freud

The meLian DiaLogue Thucydides

The SociaL me William James

RoThSchiLD’S fiDDLe Anton Chekhov

conceRning The DiViSion of LaBoR Adam Smith

cheLkaSh Maxim Gorky

hoW an aRiSTocRacy may Be cReaTeD By inDuSTRy Alexis de Tocqueville

oBSeRVaTion anD exPeRimenT Claude Bernard

eVeRyThing ThaT RiSeS muST conVeRge Flannery O’Connor

an eSSay in aeSTheTicS Roger Fry

an ouTPoST of PRogReSS Joseph Conrad

on STuDying José Ortega y Gasset

SeconD SeRieS (grade 11)

PoLiTicS Aristotle

of commonWeaLTh Thomas Hobbes

BaRn BuRning William Faulkner

of ciViL goVeRnmenT John Locke

in exiLe Anton Chekhov

The DecLaRaTion of inDePenDence

eQuaLiTy Isaiah Berlin

SoRRoW-acRe Isak Dinesen

Why ameRicanS aRe ofTen So ReSTLeSS Alexis de Tocqueville

afTeR The BaLL Leo Tolstoy

haBiT William James

The oVeRcoaT Nikolai Gogol

ThiRD SeRieS (grade 12)

on haPPineSS Aristotle

haBiTS anD WiLL John Dewey

haPPineSS Mary Lavin

cRiTo Plato

on LiBeRTy John Stuart Mill

conScience Immanuel Kant

a hungeR aRTiST Franz Kafka

of The LimiTS of goVeRnmenT John Locke

anTigone Sophocles

Why gReaT ReVoLuTionS WiLL Become RaRe Alexis de Tocqueville

a Room of one’S oWn Virginia Woolf

in DReamS Begin ReSPonSiBiLiTieS Delmore Schwartz

coDe iTem PRice iSBnJSE-MAP Modern American Poetry $25.95 1-880323-88-5

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.

JgB SeRieS 9 (grade 9)miRiam Truman Capote

zoo iSLanD Tomás Rivera

aT The PiTT-RiVeRS Penelope Lively

neW afRican (from Sarah Phillips) Andrea Lee

SPonono Alan Paton

BoBBy’S Room Douglas Dunn

a BiRD in The houSe Margaret Laurence

The STRange caSe of DR. JekyLL anD mR. hyDe Robert Louis Stevenson

The LiTTLe couSinS Peter Taylor

The iDeaLiST Frank O’Connor

The Time machine H. G. Wells

coDe iTem PRice iSBn

JSE-91 Series 9 Student Anthology $15.95 1-880323-12-5JTB-91 Series 9 Leader’s Guide $19.95 1-880323-37-0ADU-I1 First Series Student Anthology $13.95 0-945159-97-8ADU-I1 First Series Leader’s Guide $19.95 0-945159-66-8


ADU-I2 Second Series Student Anthology $13.95 0-945159-98-6ADU-I2 Second Series Leader’s Guide $19.95 0-945159-67-6ADU-I3 Third Series Student Anthology $13.95 0-945159-99-4 ADU-I3 Third Series Leader’s Guide $19.95 0-945159-68-4

FOR HiGH SCHOOL


Science

The Science of naTuRe Aristotle

faLLing BoDieS anD PRoJecTiLeS Galileo

LaWS of moTion Isaac Newton

on LighT Isaac Newton/Thomas Young

heaT anD fRicTion Count Rumford (Benjamin Thompson)

The mechanicaL eQuiVaLenT of heaT James Prescott Joule

enTRoPy: The Running-DoWn of The uniVeRSe Arthur Eddington

inDucTion of The eLecTRic cuRRenTS Michael Faraday

The Science of eLecTRomagneTiSm James Clerk Maxwell

exTenDing The TheoRieS of PhySicS Max Planck

E = mC2 Albert Einstein

The SPeciaL TheoRy of ReLaTiViTy Albert Einstein

The geneRaL TheoRy of ReLaTiViTy Albert Einstein

QuanTum unceRTainTy George Gamow

QuanTum BehaVioR Richard Feynman

The coPenhagen inTeRPReTaTion of QuanTum TheoRy Werner Heisenberg

QuanTum PeRPLexiTy anD DeBaTe John Polkinghorne

The oRigin of The uniVeRSe Steven Weinberg

meTaPhoR in Science Alan Lightman

BLack hoLeS anD PReDicTaBLe WoRLDS Stephen Hawking

For a free excerpt from What’s the Matter? visit us online at

www.greatbooks.org/physicsbook.

each anthology includes:• 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* Not included in What’s the Matter? Readings in Physics

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?Readings in Physics

Foreword by Alan Lightman

Published by the Great Books Foundation

with support from the College of the Humanities and Sciences

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 Nature of LifeReadings in Biology

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

PaRTS of animaLS† Aristotle

noVum oRganum† Francis Bacon

The DeScenT of man† Charles Darwin

naTuRaL SeLecTion Charles Darwin

exPeRimenTS in PLanT hyBRiDizaTion† Gregor Mendel

an inTRoDucTion To The STuDy of exPeRimenTaL meDicine† Claude Bernard

The SnouT Loren Eiseley

SiLenT SPRing† Rachel Carson

RaTS Konrad Lorenz

The DouBLe heLix† James D. Watson

The SeLfiSh gene† Richard Dawkins

JuST in The miDDLe Stephen Jay Gould

The DiVeRSiTy of Life† Edward O. Wilson

Life fRom Scum Lynn Margulis† Indicates a selection taken from a longer work.

Keeping Things WholeReadings in Environmental ScienceIncludes 21 selections from key thinkers in ecology, biology, public policy, sociology, history, philosophy, and literature. Highlights include:

RuLeS foR The DiRecTion of The minD† René Descartes

kaTahDin† Henry David Thoreau

man anD naTuRe† George Perkins Marsh

The BioSPheRe† Vladimir I. Vernadsky

The cLimax concePT Frederic E. Clements

The ecoSySTem A. G. Tansley

The LanD eThic Aldo Leopold

The TRageDy of The commonS Garrett Hardin

The cLoSing ciRcLe† Barry Commoner

The WoRLD’S BiggeST memBRane Lewis Thomas

inTRicacy† Annie Dillard

The RecogniTion of gaia† James E. Lovelock

The enD of naTuRe† Bill McKibben

WaTeR SongS Terry Tempest Williams

cuToVeR Jan Zita Grover

DimenSionS of DefoRmiTy Gordon L. Miller† Indicates a selection taken from a longer work.

coDe iTem PRice iSBnADU-WTM What’s the Matter? $32.95 1-880323-91-5ADU-NL The Nature of Life $24.95 1-880323-86-9ADU-KTW Keeping Things Whole $24.95 1-880323-90-7

19800-222-5870

Citizens of the WorldReadings in Human Rights

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:

hoW To keeP a SLaVe Cato the Elder

LeTTeR xLVii Seneca the Younger

magna caRTa

SeconD TReaTiSe of goVeRnmenT* John Locke

The SociaL conTRacT* Jean-Jacques Rousseau

DecLaRaTion of inDePenDence

DecLaRaTion of The RighTS of man anD of The ciTizen

emanciPaTion PRocLamaTion Abraham Lincoln

The uniTeD STaTeS of ameRica V. SuSan B. anThony*

inDePenDence V. SWaRaJ Mahatma Gandhi

The STaLin ePigRam Osip Mandelstam

i WiLL BeaR WiTneSS* Victor Klemperer

uniVeRSaL DecLaRaTion of human RighTS

haRLem [2] Langston Hughes

SuRViVaL in auSchWiTz* Primo Levi

The RiVonia TRiaL: SeconD couRT STaTemenT* Nelson Mandela

LeTTeR To Deng xiaoPing Wei Jingsheng

a feW RemaRkS Václav Havel, Stanislav Devdry, Jiri Krizan, and Sasa Vondra

comRaDeS Nadine Gordimer

ReD ScaRf giRL* Ji-li Jiang

* Indicates a selection taken from a longer work.

The Will of the PeopleReadings in American Democracy

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.

DecLaRaTion of inDePenDence

The feDeRaLiST no. 10 James Madison

The feDeRaLiST no. 51 James Madison

The feDeRaLiST no. 78 Alexander Hamilton

conSTiTuTion of The uniTeD STaTeS of ameRica

faReWeLL aDDReSS George Washington

DecLaRaTion of SenTimenTS anD ReSoLuTionS, Seneca faLLS conVenTion

emanciPaTion PRocLamaTion Abraham Lincoln

geTTySBuRg aDDReSS Abraham Lincoln

SeconD inauguRaL aDDReSS Abraham Lincoln

aDDReSS To The fiRST annuaL meeTing of The ameRican eQuaL RighTS aSSociaTion Sojourner Truth

The uniTeD STaTeS of ameRica V. SuSan B. anThony

LeT ameRica Be ameRica again Langston Hughes

LeTTeR fRom BiRmingham JaiL Martin Luther King Jr.


ADU-WP The Will of the People $12.95 1-880323-95-8

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.


ADU-CIT Citizens of the World $25.95 0-945159-36-6

Social Studies


The Civically engaged ReaderA Diverse Collection of Short

Provocative Readings on Civic Activity

Talking ServiceReadings for Civic Reflection

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.

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

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

To see a complete list of the selections in this anthology, go to www.greatbooks.org/civics/.

Readers 2 Leaders Program: Service Learning with a Taste of TeachingReaders 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.

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 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.

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:

Readers 2 Leaders was developed with support from the Staples Foundation for Learning.


ADU-TS Tallking Service $7.95 978-1-880323-74-8


ADU-CER The Civically Engaged Reader $24.95 0-945159-49-8

Published by the Great Books Foundation in partnership with the Project on Civic Reflection

Talking Service Readings for Civic Reflection

800-222-5870 21

ideal for teacher discussion groups and for high school classes in english, history, and other disciplines

more Anthologies and Resources

Great Conversations

Chaucer

Hume

Shelley

Balzac

Tolstoy

Kipling

Pirandello

Crane

Anderson

Borges

Beauvoir

Paley

Szymborska

Foucault

Lahiri

THE GREAT BOOKS FOUNDATION

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THE GREAT BOOKS FOUNDATIONA nonprofi t educational organization

FPO

“Extraordinary. Not only useful but exciting.” — 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?”

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

The fi fteen selections in Great Conversations 3 range from an excerpted portion of Geoffrey Chaucer’s fourteenth-century classic, The Canterbury Tales, to contemporary fi ction 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.

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.

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.

Established in 1947, the Great Books Foundation is an independent, nonprofi t 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.

GreatConv-3_COVER_FINAL.indd 1 4/4/07 2:59:56 PM

Great Conversations

Plato

Plutarch

Kant

Kleist

Thoreau

Arnold

James

Shaw

Chekhov

Kawabata

Jackson

Mueller

Lispector

Boland

O’Brien


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THE GREAT BOOKS FOUNDATIONA nonprofit educational organization

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

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


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

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 1

InCludIng:

The ePic of giLgameSh

PRomeTheuS BounD Aeschylus

PenSÉeS* Blaise Pascal

SeLf-ReLiance Ralph Waldo Emerson

ouT of The cRaDLe enDLeSSLy Rocking Walt Whitman

The VaLue of Science* Henri Poincaré

The SecReT ShaReR Joseph Conrad

The TheoRy of The LeiSuRe cLaSS* Thorstein Veblen

TeLL me a RiDDLe Tillie Olsen

BoyS anD giRLS Alice Munro

* Selection taken from a longer work.


InCludIng:

The SToRy of SamSon (Judges 13—16)

SeLecTeD PoemS John Donne

The noSe Nikolai Gogol

The gRanD inQuiSiToR* Fyodor Dostoevsky

The faLL of The houSe of uSheR Edgar Allan Poe

BaRTLeBy The ScRiVeneR: a SToRy of WaLL STReeT Herman Melville

The PLanning anD DemocRacy* Friedrich Hayek

gueSTS of The naTion Frank O’Connor

Which neW eRa WouLD ThaT Be? Nadine Gordimer

WhaT We TaLk aBouT When We TaLk aBouT LoVe Raymond Carver



InCludIng:

The PaRDoneR’S TaLe Geoffrey Chaucer

The unknoWn maSTeRPiece Honoré de Balzac

Six chaRacTeRS in SeaRch of an auThoR Luigi Pirandello

The oPen BoaT Stephen Crane

The gaRDen of foRking PaThS Jorge Luis Borges

inTRoDucTion To ThE SECond SEx Simone de Beauvoir

an inTeReST in Life Grace Paley

SeLecTeD PoemS Wislawa Szymborska

inTeRPReTeR of maLaDieS Jhumpa Lahiri


InCludIng:

meno Plato

To PeRPeTuaL Peace: a PhiLoSoPhicaL SkeTch Immanuel Kant

WheRe i LiVeD, anD WhaT i LiVeD foR* Henry David Thoreau

cuLTuRe anD anaRchy* Matthew Arnold

maJoR BaRBaRa George Bernard Shaw

The DaRLing Anton Chekhov

SeLecTeD PoemS Lisel Mueller

The SmaLLeST Woman in The WoRLD Clarice Lispector

LaVa cameo Eavan Boland

The ThingS They caRRieD Tim O’Brien


Order today at www.greatbooks.org.


ADU-GC1 Great Conversations 1 $24.95 978-0-945159-34-XADU-GC2 Great Conversations 2 $24.95 978-0-945159-48-XADU-GC3 Great Conversations 3 $24.95 978-1-880323-17-6ADU-GC4 Great Conversations 4 $24.95 978-1-880323-71-7ADU-GC5 Great Conversations 5 $24.95 978-1-933147-44-4

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

Great Conversations

Euripides

Keats

Hawthorne

Mill

Santayana

Russell

Hesse

Lawrence

Benedict

Akutagawa

Niebuhr

Sartre

Wright

Weil

Welty

Murdoch

Lessing


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NTHE GREAT BOOKS FOUNDATIONA nonprofit educational organization

FPO




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

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


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

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.

InCludIng:

hekaBe Euripides

SeLecTeD PoemS John Keats

maSkS George Santayana

The man Who LoVeD iSLanDS D. H. Lawrence

anThRoPoLogy anD The aBnoRmaL Ruth Benedict

heLL ScReen Ryunosuke Akutagawa

BRighT anD moRning STaR Richard Wright

To Room nineTeen Doris Lessing


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!

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Minneapolis Public SchoolsAfter piloting Great Books in 20 diverse middle and highschoolsthispastyear,theMinneapolisPublicSchools system implemented Great Books districtwide and across the curriculum in grades 6–12.

MinneapolisadministratorsbelieveGreatBooksisthebestfitforthedistrict’scurriculumreformgoals.“TheGreatBookstextsandSharedInquirymethodofferbothrichtextsanddiscussionthatsupportgenerativeand critical thinking,” said Tracey Pyscher, secondary literacyandlanguageartsdistrictleadforMinneapolisPublic Schools. “We recognize the fluidity of reading, writing, discussion (discourse), inquiry, and investi-

gationasourfoundationsofEnglisheducationandhigh-qualitystudentlearning,”addedEllenDebe,thedistrictleadforsecondaryEnglishlanguagearts.

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Tracey Pyscher, Minneapolis Public Schools

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CAT 10/09

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