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Great Books professional development

NEW! is now available online! See page 5 for details.

NEW!
Junior Great Books Series 2
See pages 8–9 inside.

“I love this new series!


My students really
enjoyed it, too.”
—Christine Cashen,
Hosford Park Elementary School, Gary, IN

NEW!
Great Books Roundtable
for Grades 6–8
It’s not just a middle school
language arts program.
It’s more! See pages 12–15 inside.

Foundation
A nonprofit educational organization

35 East Wacker Drive, Suite 400 • Chicago, Illinois 60601-2105


800-222-5870  •  www.greatbooks.org
CAT 10/10
K–12 CATALOG
®
2010/2011

NEW!
For Grade 2 For Grades 9–12
Junior Great Books Series 2
®
Perfection Learning’s Many Voices Literature
For Grades 6–8 For Grades 9–12
Great Books Roundtable Expanded Edition of Citizens of the World
TM

For All Educators Great Books Professional Development Online


Great Books Programs
Method + Materials = Success for Teachers and Students
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 teacher’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 programs, 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 NEW! Expanded Citizens of the World Anthology. . . . . . . 20
Great Books Read-Aloud for Grades K–1. . . . . . . . . . . . . . . 7 Readers 2 Leaders Program. . . . . . . . . . . . . . . . . . . . . . . . 21
NEW! Junior Great Books Series 2 . . . . . . . . . . . . . . . . . . . . 8 Introduction to Great Books for Grades 9–12 . . . . . . . . . . 22
Junior Great Books for Grades 3–5 . . . . . . . . . . . . . . . . . . 10 Great Books for Science. . . . . . . . . . . . . . . . . . . . . . . . . . . 23
NEW! Great Books Roundtable for Grades 6–8. . . . . . . . . 12 More Great Books Anthologies and Resources . . . . . . . . 24
Perfection Learning’s Literature & Thought Series. . . . . . . 16 NEW! Critical Thinking Walkthrough . . . . . . . . . . . . . . . . . 25
NEW! Perfection Learning’s Many Voices Literature. . . . . 18 NEW! Connecting Conversations . . . . . . . . . . . . . . . . . . . 26
Great Books for Social Studies. . . . . . . . . . . . . . . . . . . . . . 20 Ordering Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Great Books Roundtable and Shared Inquiry are trademarks of the Great Books Foundation. Junior Great Books® is a registered trademark of the Great Books Foundation.
TM TM
Success Stories: Sarah Smith Elementary School, Atlanta
Shared Inquiry Helps Everyone Learn­
Sidney Baker has seen the power of Shared Inquiry flows naturally into a discussion of a story from China.
and great literature in the classrooms of Sarah Smith Using authentic literature from around the world, like
Elementary School in Atlanta, where he is principal. Junior Great Books does, makes this possible.”
“When I find something I believe in, that I believe is
making an impact not only academically, but in many “We are trying to create international
other ways, I feel a sense of mission to spread the learners­—students who are
word,” Baker says. “The Great Books Shared Inquiry open-minded, tolerant, and
method teaches students not only how to read and respectful. And we can do
discuss, but also how to respect each other and to this through Junior Great Books.”
respect each other’s opinions. It teaches them that not ­—Sidney Baker, Principal
everybody agrees on everything, but if you believe in Sarah Smith Elementary School
something and provide evidence for what you believe,
you can state your opinion and keep an open mind for Baker sees a bright future for Great Books in Atlanta.
what others have to say.” In fact, he helped launch the two-day Great Books
Baker finds the Great Books Shared Inquiry method Atlanta event in February 2010 to bring teachers and
a perfect fit for the International Baccalaureate community members together for Shared Inquiry
program the school uses. “We are trying to create discussions of literature and art. “Being a part of the
international learners—students who are open- first annual event was very exciting. I was thrilled
minded, tolerant, and respectful. And we can do to be able to share Great Books and Shared Inquiry
this through Junior Great Books.” with parents and other community members. I
would guess that the discussions at many book clubs
Baker observes that the Great Books approach has are much deeper thanks to the Great Books Atlanta
had a positive effect on teachers at Sarah Smith, too. weekend. And I believe Great Books programs will
Teachers apply the methods of questioning they’ve be implemented at more and more schools because
learned in Great Books to all areas of the curriculum, now moms and dads are involved with it. They know
so connections are easier to make. “A lesson about what Great Books is, and they want to make sure it’s
geology in Georgia compared to geology in China provided for their children.”

“From enriching students’


vocabularies to enhancing
their comprehension levels,
Junior Great Books is a
fantastic teaching tool
in my classroom.”
—Tim Ovbey, second-grade teacher,
Sarah Smith Elementary School.

For more success stories about implementations at all


grade levels, go to www.greatbooks.org/success. 800-222-5870 3
Great Books­ Program of Professional Development

In Great Books professional development courses,


teachers learn to use the Shared Inquiry method so
they can:
• Ask powerful questions that engage students
and make discussions productive learning
experiences
• Help students achieve more 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 that prepares teachers to be Shared Inquiry
leaders. In the core sequence, which is usually
held over two days with ten hours of instruction,
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
• 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 According to the
Books materials National Staff D
­ evelopment
• Begin planning a Great Books implementation
to meet specific goals
Council and the N ­ ational
Education Association,
continuing education credit Great Books ­professional
Earn continuing education credit from our development increases
­university partners when you complete our
professional d
­ evelopment courses.
­student achievement
Visit www.greatbooks.org/collegecredit/ in elementary, ­middle, and
for more information. high school grades.
4 Order today at www.greatbooks.org.
NEW! Courses Now Available Online!
The New Blended Core Course Coming Soon: More Online Offerings!
Now you can complete the core Great Books
Reading Comprehension Strategies
professional development course with a convenient
In this course, participants learn instructional
online component! The blended core course
strategies to enhance the impact of Shared Inquiry
combines live instruction with online sessions and
on reading comprehension. Strategies include:
classroom work. The first six hours of the course are
• Asking questions
taught to a group of educators at a central location,
while the remainder of the course consists of three • Making connections
self-scheduled, one-hour online sessions, plus • Visualizing
classroom work. Included with the online course • Making inferences
is a complimentary set of Starting Off Strong
materials (valued at $59.95) so participants can The Reading and Writing Connection
complete the classroom portion of the course. This course will teach participants how to link
reading and writing as part of Shared Inquiry.
Teachers will learn how to use intepretive and
Starting Off Strong follow-up questions to improve students’ writing
Begin Shared Inquiry in your and help students build an essay with emphasis
classroom for only $39.95! on generating and organizing ideas, as well as
supporting ideas with textual evidence.

The Power of Students’ Questions


This course will help participants teach students
how to pose good questions, identify different types
of questions, and gain a deeper understanding of the
text they have read.

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 Contact the sales representative
and thirty student books, for only $39.95 (the regular
price is $59.95). Starting Off Strong is available at for your state to find out about
three levels: Early Elementary, Upper Elementary, and upcoming courses; schedule
Middle and High School. traditional, blended, or online
  Each level of Starting Off Strong includes four training; or discuss any of our
short selections and an accompanying Leader’s Guide.
Easy-to-follow mini-lessons introduce the elements
professional development options.
of the Shared Inquiry method of learning to your class Visit www.greatbooks.org/courses
and ensure that teachers use the skills they learned to see a complete listing of
in training.
scheduled courses.
C O D E I T E M D i s co u nt r e g u l a r
SOS-B23 Starting Off Strong Early Elem. $39.95 $59.95
SOS-B45 Starting Off Strong Upper Elem. $39.95 $59.95
SOS-B68 Starting Off Strong Middle/High $39.95 $59.95

800-222-5870 5
Great Books­ Program of Professional Development
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.

Mos
t Get the Support You Need
Our lar
u
Pop Up As you become familiar with Shared Inquiry, our
ow-
Foll on! on-site consultation days and 200- and 300-level
Opti
courses will help you strengthen your skills, develop
On-Site Consultations true expertise, and transfer this powerful method
We offer a great variety of on-site consultations to of learning to your students. In addition, our
make your Great Books program the best it can be. ­website is filled with Shared Inquiry resources for
These are some of the most common options that your curriculum. Check it out!
participants choose:
• Instructor-led demonstrations of Shared Inquiry
Great Books
• Lesson or curriculum planning to connect
Program of Professional Development
Great Books to other subject areas
• Coleading with a Great Books instructor 100 Level
Getting Started: The Core Courses
• Coaching to take your questioning techniques to
a higher level 200 Level
• Strategy and troubleshooting meetings Getting Better: Strengthening Shared Inquiry
• Presentations to groups of parents or other 300 Level
teachers Going for Great: Developing Expertise

Call your Great Books state sales representative to Go to www.greatbooks.org/descriptions to see details
about all our professional development courses.
plan your consultation days!

Planning Your Professional


Development
Save the date!
To arrange professional development for your staff,
Great Books Advanced Institute
and Great Books Chicago call us at 800-222-5870, ext. 0, and ask for your
state’s sales representative. We will help you create
April 28–May 1, 2011
a professional development plan that best fits your
Each year the Great Books Foundation offers an
needs. Teachers who want to complete the core
advanced institute for trained leaders to further
sequence can attend any of the hundreds of courses
develop their skills. Participants learn new ways
held across the country each year.
to make the most of Shared Inquiry and also
participate in Great Books Chicago, our annual
celebration of literature and culture. Boost your The core sequence costs $295 per person (only $250
skills as a Great Books leader and enjoy all with early registration and payment at least 21 days
Chicago has to offer with fellow literature lovers! before the first day of the course) for individual
Go to www.greatbookschicago.com for the latest registrants. Significant discounts are available for
information. groups. Consultation days and 200-level and 300-
level courses are tailored to meet your needs and are
purchased on a per-day basis.
6 Order today at www.greatbooks.org.
Great Books Read-Aloud Grades K–1
Sailing Ship Series (grades K–1)
Volume 1 Program Materials
The Shoemak er and the Elves
Brothers Grimm as told by Wanda Gág Teacher’s Editions
The Frog Went A-Tr aveling • Complete student readings
Russian folktale as told by Vsevolod Garshin
• Lesson plans and activities
“Night into Dawn ”
Poetry by Robert Hillyer and John Ciardi, • Copies of all student activities
and a Mescalero Apache song
Student Anthologies
Volume 2
The Tale of T wo Bad Mice
• Four series, each packaged as three softcover volumes
Beatrix Potter • Reading selections, activity pages, and space for
Bouk i Cuts Wood Haitian folktale as told by Harold Courlander students’ illustrations and writing
“Fantasy ” Poetry by Sylvia Plath, Edward Lear, and Lewis Carroll
Audio CDs
Volume 3
Lion at School Philippa Pearce
• Professionally recorded versions of each selection
Coyote Rides the Sun
Native American folktale as told by Jane Louise Curry Activities include:
“Se asons” • Asking original questions
Poetry by Nikki Giovanni, Robert Louis Stevenson, and Langston Hughes
• Listening to others
• Forming opinions
Dr agon Series (grades K–1) • Drawing and acting out story events
Volume 1 • Group creative writing
The Frog Prince
Brothers Grimm as told by Wanda Gág
• Reading and responding to questions at home
Guine a Fowl and R abbit Get Justice
African folktale as told by Harold Courlander
and George Herzog
Sun Series (grade 1)
“Nature Spe ak s”
Poetry by Carl Sandburg, James Reeves, Volume 1
and Federico García Lorca The Bl ack Hen ’s Egg
Volume 2 French folktale as told by
Natalie Savage Carlson
Fer a j and the Magic Lute
Arabian folktale as told by Jean Russell Larson The Mouse and the Wiz ard
Hindu fable as told by Lucia Turnbull
The Tale of Johnny Town-Mouse Beatrix Potter
“Imagination ”
“Companions” Poetry by Leslie Norris, Mark Van Doren, and
Poetry by A. A. Milne, Gwendolyn Brooks, and Robert Louis Stevenson Robert Louis Stevenson
Volume 3 Volume 2
Bu ya Marries the Tortoise Rumpelstiltsk in
African folktale as told by W. F. P. Burton Brothers Grimm, translated by Ralph Manheim
The Huck abuck Family and How The y R aised Pop Corn in Ee yore Has a Birthday and Gets
Nebr ask a and Quit and C ame Back Carl Sandburg T wo Presents A. A. Milne
“Magic al Pl aces” “ W hen I Grow Up ”
Poetry by Byrd Baylor, William Shakespeare, and Martin Brennan Poetry by Rabindranath Tagore and X. J. Kennedy, and a Chippewa song
Volume 3

Pegasus Series (grade 1) The K ing of the Frogs African folktale as told by Humphrey Harman
Snow-W hite and the Se ven Dwarfs
Volume 1
Brothers Grimm, translated by Randall Jarrell
Chestnut Pudding
“Mysterious Animals”
Iroquois folktale as told by John Bierhorst
Poetry by T. S. Eliot, Jenifer Kelly, and Robert Graves
The Pied Piper
English folktale as told by Joseph Jacobs
“Fanciful Animals” c o d e i t e m p r i c e i sb n
Poetry by Edward Lear and A. A. Milne JRA-SAI Student Anthology $15.95 978-0-945159-43-8
Volume 2 JTE-SAI Teacher’s Edition $24.95 978-0-945159-74-2
The Mer maid W ho Lost Her Comb
JSM-CDSAI Audio CDs $50.95 978-0-945159-47-6
Scottish folktale as told by Winifred Finlay JRA-DRA Student Anthology $15.95 978-0-945159-42-1
Hansel and Gretel
JTE-DRA Teacher’s Edition $24.95 978-0-945159-73-5
Brothers Grimm, translated by Randall Jarrell JSM-CDDRA Audio CDs $50.95 978-0-945159-46-9

“Special Pl aces”
JRA-PEG Student Anthology $15.95 978-0-945159-41-4
Poetry by Gwendolyn Brooks and Robert Frost, and a Navajo poem JTE-PEG Teacher’s Edition $24.95 978-0-945159-96-4
JSM-CDPEG Audio CDs $50.95 978-0-945159-45-2
Volume 3
JRA-SUN Student Anthology $15.95 978-0-945159-40-7
Mother of the Water s Haitian folktale as told by Diane Wolkstein JTE-SUN Teacher’s Edition $24.95 978-0-945159-95-7
Zl ateh the Goat Isaac Bashevis Singer JSM-CDSUN Audio CDs $50.95 978-0-945159-44-5
“Secret Messages”
Poetry by Robert Louis Stevenson, Barbara Juster Esbensen,
and Emily Dickinson 800-222-5870 77
NEW! Junior Great Books Series 2
®

The new Junior Great Books Series 2 preserves the features


that have made Great Books programs unique and exciting for
nearly fifty years—a focus on high-quality literature and
student-centered discussion—while providing suggestions DIFFERENTIATING
for INSTRUCTION
differentiating instruction, additional support for the
discussion leader, and a wealth of cross-curricular activities.
The Series 2 program provides a superb framework for
teaching reading comprehension, critical thinking, Differentiating Instruction
vocabulary, and writing, all in the context of students There are many ways to differentiate instruc
sharing ideas about great literature. succeed in and enjoy Junior Great Books. To
how best to address them, use the student l
the assessment and reflection tools on the C
What’s New . . .
Junior Great Books Series 2 Features Support and Challenge Options
Each rea
Thematic organization. Each theme features a Student Learning Spectrum has Sup
theme question for students to periodically revisit and Look for students to:
Have difficulty following or responding to the story APPROACHING OBJECTIVES
differen
a Theme Connections section with activities to wrap Follow the story and ask a variety of questions, some of
See SUPPORT

MEETING OBJECTIVES
the activ
them relevant to the story’s meaning
addition
up the theme. The themes are commonly taught at Follow the story and ask a variety of questions, most of
them relevant to the story’s meaning
EXCEEDING OBJECTIVES
See CHALLENGE
reading
this level and are easy to integrate into the curriculum. Differentiated Instruction up ques
SUPPORT If students are struggling to follow CHALLENGE If students follow the story and particip
Differentiation. Support and challenge options
or respond to the story, ask what part(s) of the readily ask questions about it, divide students
story confused them or what they liked or did
not like about the story. Help students shape
into small groups after posting the class list
of questions and have the groups identify
sophisti
have been added to each activity to allow teachers their reactions into questions if necessary. If
students are struggling with comprehension,
consider having students listen to the story
vocabulary and background questions from
the list. Each group can research some of the
questions during the course of the unit and Use the
to differentiate according to students’ needs. once more on the audio CD before Session 2. present their findings to the class.

Friendship • The Happy Lion 45


activity
There are more suggestions for differentiation in SESSION 1
use the
the introduction to the Teacher’s Edition. First Reading with Sharing Questions (25–30 minutes)
Learning Modality Options
New activity options for the second reading. “Wow!
Activity Instructions The Shared Inquiry lesson
The Move! Say! Share! options accompany
1. Prepare students to askwas incredible! Whenactivity
they started
The Move! Say! Share! activities allow students questions
theby telling them to listen
second reading
for anything that is confusing or that they wonder about
acknowledge stu ACTIVITY SUMMARY
Students listen as the story is read

multiple entry points into the story based on while you read.
to realize that all thoughts were
diverse learning styles while helping them f aloud and share their questions
about the story.

beingonconsidered, the floodgate of


important issues in the story. Each optio
2. Read the story aloud. Have students follow along in their
different learning styles and prepare students for books as you read.
accompanied by a follow-up question about
STUDENT LEARNING OBJECTIVE
To ask questions arising from a

conversation
important burst issue inopen.”
3. Ask students to share their questions. Record them on chart story
the critical thinking they will do in discussion. paper. the story, helping studen KEY SHARED INQUIRY CONCEPT
4. Answer any questions that signal a serious comprehension
practice the critical —Jessica
problem. Leave the rest unanswered for now.
thinking askedit. of them
Reading a story once is just the
Hubbard,
first step in understanding
Working With Words. The new Series 2 offers a variety 5. Shared
Post the list of questions in the classroom so Inquiry
Iduma discussion.
Elementary
that the School, Killeen, TX
of vocabulary activities, augmented with phonics links, questions can be revisited during the class’s work on
the story. The Reader’s JournalTo offers students
watch a second-grade class
the o
sharing questions, go to
sight words, and fluency activities. RJ 6. Reader’s Journal: Ask students to draw or write about a
to draw or write in response
<URL TK>.
to story-related
part of the story that surprises or confuses them.
prompts. The Interpretive Drawing activit
New Curriculum Connections options. while the other half is engaged in Shared In
Related-reading and related-project suggestions Recording Student Questions students’ learning through visual and verba
During Session 1
provide ideas for linking the stories to other Opportunities to learn through language, ar
Questions that arise from your students’ (and your own)

subject areas. continue after reading and discussion. In Se


genuine curiosity about the story are the fuel for the
Shared Inquiry process. During the sharing questions
story piqued your students’ interest and cho
activity, record students’ questions on chart paper. Write
students’ names next to their questions to give them
Enhanced teacher support. Activity sidebars, or creative response options. Or extend le
ownership over the process and show them that their
questions, which will remain posted throughout the
a Teacher Resources section, and video links unit, are valid and important.
experiential projects in other curricular area
provide guidance for the Shared Inquiry process.

88 22 Junior Great Books • Series 2


Order today at www.greatbooks.org.
Grade 2

Featuring streamlined teacher and Program Materials


student editions—and new stories!
Student Anthologies Junior Great Books ®
Junior Great Books
Series 2

• Three slim books organized by theme,


The Happy Lion
Louise Fatio
FRIENDSHIP
Friendship

Friendship Junior Great Books featuring nine high-quality stories


Miss Maggie
Cynthia Rylant

Anancy and Dog and Puss and Friendship


A West Indian folktale as told by James Berry

Junior Great Books ®

RESPONSIBILITY

Series 2
• A theme introduction page, illustrated
Catalog Cats

the happy lion Friendship Ann Cameron

Carlos and the Cornfield


Jan Romero Stevens
FRIENDSHIP
The Wedding Basket

Louise Fatio The Happy Lion


A Nigerian folktale as told by Donna L. Washington

Louise Fatio

Miss Maggie preface, and glossary in each bookThe Jade Stone


BR AVERY

Miss maggie
Chinese folktale as told by Caryn Yacowitz
Cynthia Rylant
The Girl and the Chenoo
Anancy and Dog and Puss and Friendship A Native American (Passamaquoddy) folktale as told by

• High-quality illustrations for each story


Joseph Bruchac and Gayle Ross
A West Indian folktale as told by James Berry

Cynthia Rylant
Jack and the Beanstalk
An English folktale as told by Joseph Jacob

RESPONSIBILITY
Catalog Cats
Ananc y and dog and puss
Ann Cameron

Carlos and the Cornfield


Series 2

and friendship Teacher’s Edition


Jan Romero Stevens

The Wedding Basket

West Indian folktale as told by James Berry


A Nigerian folktale as told by Donna L. Washington

• A comprehensive introduction
BR AVERY
The Jade Stone
Chinese folktale as told by Caryn Yacowitz

The Girl and the Chenoo


A Native American (Passamaquoddy) folktale as told by
Joseph Bruchac and Gayle Ross
with implementation and Junior Great B
Jack and the Beanstalk
An English folktale as told by Joseph Jacob ooks
differentiation options
TEACHER
R’SS EDIT IION

Series 2
• Story unit guides, step-by-step
instructions, and informal
Friendship

Responsibility Junior Great Books assessment tools


Responsibilit
Junior Great Books ®
ility

c atalog c ats/our garden


Series 2

FRIENDSHIP
Responsibility • Annotated student pages
(from The StoriesTheJulian Tells)
• Theme connections activities
Happy Lion
Louise Fatio

Ann Cameron Miss Maggie


Cynthia Rylant
Bravery
Anancy and Dog and Puss and Friendship

C arlos and the cornfield


A West Indian folktale as told by James Berry

RESPONSIBILITY
• A Teacher Resources section Series 2

Jan Romero StevensCatalog Cats


Ann Cameron

Carlos and the Cornfield including troubleshooting tips,


the wedding bask The Weddinget
Jan Romero Stevens

Basket
A Nigerian folktale as told by Donna L. Washington

Nigerian folktale as told by Donna L. reading comprehension strategies,


BR AVERY

Washington The Jade Stone


Chinese folktale as told by Caryn Yacowitz

The Girl and the Chenoo


and vocabulary activities
A Native American (Passamaquoddy) folktale as told by
Joseph Bruchac and Gayle Ross

Jack and the Beanstalk

CD-ROM
An English folktale as told by Joseph Jacob

SERIES 2

Reader’s Journal WRITTEN RESPONSE

Series 2 • Assessment tools, SERIES 2

Reader’s Journal COVER


Written
Response
Use this page to help you write a paragraph.

including a comprehension Name:

Journ
er
Read al
’s
Supporting Detail

REPRODUCIBLE MASTER Copyright © 2011 The Great Books Foundation


This Reader’s Journal is a place for your questions and

Junior Great Books test for each story and a thoughts about the story you read.

Bravery
Main Idea

REPRODUCIBLE MASTER Copyright © 2011 The Great Books Foundation


Story Title:

Junior Great Books


Series 2
®

Bravery
critical thinking rubric Supporting Detail

the jade stone


• Reflection forms for teacher
FRIENDSHIP

Chinese folktale as told


The Happyby
Lion Caryn Yacowitz
Louise Fatio

Miss Maggie
Junior Great Books® Supporting Detail

The Girl and the chenoo


Cynthia Rylant

Anancy and Dog and Puss and Friendship and students CDROM Series 2

Native American folktale as told by Joseph


A West Indian folktale as told by James Berry

Classroom Materials Parent Letter

• Blackline masters of
RESPONSIBILITY

Bruchac and Gayle Ross


◆ Reader’s Journal
Story-to-Story Connection
Catalog Cats ◆

Ann Cameron
◆ Assessment
◆ Reflection
Carlos and the Cornfield

Jack and the beanstalk Jan Romero Stevens

The Wedding Basket Reader’s Journal pages and 42

Draw a cover for your Reader’s Journal.


Sample Unit  •  Series 2

The Great Books Foundation

English folktale as told by Joseph Jacobs


A Nigerian folktale as told by Donna L. Washington A nonprofit educational organization

35 East Wacker Drive, Suite 400

other student handouts


Chicago, IL 60601
BR AVERY 38 Sample Unit  •  Series 2 800-222-5870
©
20 www.greatbooks.org . A.
11
T U. S
The Jade Stone he G
re at
B o ok s t u re d
in t
he

Chinese folktale as told by Caryn Yacowitz Fou nd at ion. Ma nu fac

The Girl and the Chenoo


A Native American (Passamaquoddy) folktale as told by
Joseph Bruchac and Gayle Ross

Jack and the Beanstalk


An English folktale as told by Joseph Jacob
Audio CDs
Series 2 • Professionally recorded audio versions
Junior Great Books®
of the stories for classroom use AUDIO CD #1 Series 2

FRIENDSHIP RESPONSIBILITY

The Happy Lion 7:34 Catalog Cats/


Our Garden 13:38
Miss Maggie 7:01

Online Content
Carlos and the Cornfield 11:20
Anancy and Dog and

All three student anthologies are sold and packaged together!


Puss and Friendship 16:50 The Wedding Basket 11:23

Audio recording copyright © 1999, 2011 by The Great Books Foundation. The material contained herein cannot
be duplicated, stored, or transmitted with the intent of sharing by any electronic means, including the Internet
or any information storage or retrieval system. For classroom use only in conjunction with the Junior Great
Books program. Not for individual sale. All rights reserved. No part of this program may be reproduced in

• Video clips of students performing


any form without permission in writing from the publisher. Manufactured in the U.S.A.

CODE I T EM PRICE i sb n
ISBN 978-1-933147-16-1

The Great Books Foundation

PRS-SE2 Set of 3 Student Anthologies $16.95 978-1-933147-00-0 A nonprofit educational organization

Shared Inquiry activities, located on


www.greatbooks.org

PRS-TE2 Teacher’s Edition $125.00 978-1-933147-08-6


the Great Books website

FREE Sample Unit!


Go to www.greatbooks.org/series2 to download
a sample unit featuring a full story selection and all
activities from the Teacher’s Edition, including sample
pages from the CD-ROM!

800-222-5870 9
Junior Great Books Series 3–5
®

Program Materials FREE Sample Unit!


for Grades 3–5 Go to www.greatbooks.org/series345 to
download a sample unit featuring a full
Leader’s Editions story selection and sample pages from
• Offer detailed support for a full the Reader’s Journal!
complement of activities
• Include the full text of the
student anthology Series 3, Book One
The Banz a
• Contain definitions for Haitian folktale as told by Diane Wolkstein
selected vocabulary The Man W hose Tr ade Was Trick s
Georgian folktale as told by George
• Suggest how to prepare for and Helen Papashvily
Shared Inquiry discussion The Fisher man and His Wife
Brothers Grimm
• Provide assessment tools Ook a and the Honest Thief
• Present a progressive program Japanese folktale as told by I. G. Edmonds
of learning It ’s All the Fault of Adam
Nigerian folktale as told by Barbara Walker
Student Anthologies The Monster W ho Gre w Small
Joan Grant
• Contain ten stories per volume, each The Selk ie Girl
supporting multiple interpretations Scottish folktale as told by Susan Cooper

• Feature rich language and global range The Mushroom Man


Ethel Pochocki
• Capture students’ attention The Princess and the Beggar
Korean folktale as told by Anne Sibley O’Brien
Reader’s Journals The Fire on the Mountain
• Give students a convenient and Ethiopian folktale as told by Harold Courlander and Wolf Leslau

enjoyable way to collect their ideas


C o d e It e m P r i c e i sb n
• Provide students a place to respond NSE-31 Student Anthology $16.95 978-1-933147-02-4
to stories in writing or by drawing NRJ-31 Reader’s Journal $10.95 978-1-933147-26-0
NLE-31 Leader’s Edition $49.95 978-1-933147-18-5
• Help students practice specific NCD-31 Audio CD $55.95 978-1-933147-10-9
reading comprehension skills
• Aid participation in discussion
• Include a glossary for the stories Series 3, Book Two

Audio CDs The Dre am We aver


Concha Castroviejo
• Provide professionally recorded audio Je an L abadie ’s Big Bl ack Dog
versions of each selection French Canadian folktale as told by
Natalie Savage Carlson
• Give students additional opportunities to C aporushes
listen to each story as it is read aloud English folktale as told by Flora Annie Steel
The Upside-Down Boy
• Help less-proficient readers increase their Juan Felipe Herrera
comprehension of each story The Green Man
Gail E. Haley
Activities include: The Ugly Duck ling
• Preparation for reading Hans Christian Andersen
W hite Wave
• Practice with reading comprehension strategies Chinese folktale as told by Diane Wolkstein
• Multiple readings of the story The Mouse wife
Rumer Godden
• Structured opportunities to ask and answer questions How the Tortoise Bec ame
• Directed note taking related to ideas in the story Ted Hughes
T wo Wise Children
• Shared Inquiry discussion Robert Graves
• Meaningful, story-based vocabulary development
C o d e It e m P r i c e i sb n
• A progression of writing options NSE-32 Student Anthology $16.95 978-1-933147-03-1
• A Curriculum Connections section NRJ-32 Reader’s Journal $10.95 978-1-933147-27-7
NLE-32 Leader’s Edition $49.95 978-1-933147-19-2
NCD-32 Audio CD $55.95 978-1-933147-11-6
10 Order today at www.greatbooks.org.
Grades 3–5
Coming Soon! • A great way to try out the Junior Great Books program
The Junior Great Books Sampler • Aligns with grade 3 standards

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 West African folktale as told by
Tuesday of the Other June Harold Courlander and George Herzog
Norma Fox Mazer Turquoise Hor se
Prot and K rot 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 Oliver Hyde ’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 a st Francisco Jiménez
Madame de Villeneuve The Bat-Poet
Randall Jarrell

C o d e It e m P r i c e i sb n
NSE-41 Student Anthology $16.95 978-1-933147-04-8 C o d e It e m P r i c e i sb n
NRJ-41 Reader’s Journal $10.95 978-1-933147-28-4 NSE-51 Student Anthology $16.95 978-1-933014-06-7
NLE-41 Leader’s Edition $49.95 978-1-933147-20-8 NRJ-51 Reader’s Journal $10.95 978-1-933147-30-7
NCD-41 Audio CD $55.95 978-1-933147-12-3 NLE-51 Leader’s Edition $49.95 978-1-933147-22-2
NCD-51 Audio CD $55.95 978-1-933147-14-7

Series 4, Book Two Series 5, Book Two


Shre wd Todie and Ly zer the Miser Charles
Ukrainian folktale as told by Shirley Jackson
Isaac Bashevis Singer A Bad Road for C ats
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 Who Loved 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 Hor se 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
from The Arabian Nights

C o d e It e m P r i c e i sb n
C o d e It e m P r i c e i sb n NSE-52 Student Anthology $16.95 978-1-933147-07-9
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NLE-42 Leader’s Edition $49.95 978-1-933147-21-5 NCD-52 Audio CD $55.95 978-1-933147-15-4
NCD-42 Audio CD $55.95 978-1-933147-13-0

800-222-5870 11
NEW! Great Books Roundtable
TM

The Great Books Roundtable program, for middle school and


above, preserves the ­features that have made Great Books ­programs
unique and exciting for more than forty years—a focus on o­ utstanding
literature and student-centered learning. Roundtable provides
­additional 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 • Reinforcement of skills and concepts
• In-depth reading, critical thinking, • Assessment options
and writing activities • Standards-based learning
• Teaching and learning in stages • Research-based learning
• Differentiated instruction • Renowned professional development

Benefits for Teachers and Students


Teachers will experience a paradigm shift by ­using Students will see themselves as successful learners
and becoming proficient in the Shared Inquiry and thinkers by:
method of learning. They will change from: • Confidently sharing and explaining their ideas
• Telling to questioning • Gaining confidence when approaching
• Teacher-centered to student-centered challenging texts
• Literal and factual stance to interpretive stance • Becoming self-aware, self-monitoring readers
• Teacher validating an answer to students validat- Students will learn to read for meaning by:
ing an answer
• Using reading comprehension to better
­understand a text
Teachers will find it easy to:
• Supporting ideas with evidence and weighing
• Plan and begin their Roundtable program ­with different answers
the flexibility that allows them to fulfill the • Developing appreciation for rich, rewarding
­academic needs of their students literature
• Meet federal requirements to teach ­reading
­comprehension, fluency strategies, and Students will develop cognitive, social, and
­vocabulary development ­emotional intelligences by:
• Integrate the reading and writing process • Thoughtfully considering different points of view
• Assess students’ progress to meet Adequate • Listening to others and responding appropriately
Yearly Progress • Creating a collaborative classroom community
• Integrate 21st century skills into their program with support from their peers and teachers

12 Order today at www.greatbooks.org.


Grades 6–8

Program Materials

GreatBooks
Roundtable GreatBooks
Student Anthologies Roundtable
Roundtable
GreatBooks

• Outstanding works of literature—including fiction, nonfiction,


and poetry by award-winning authors
• Beautifully rendered, original artwork providing
visual interest between stories Level 1
Level 2
Level 3

Leader’s Edition
Unit guides include:
• Annotated student anthology pages
• Activities grouped into sessions
• Suggested vocabulary words
Tables of contents
• Prompts and questions for prediscussion,
discussion, and postdiscussion activities for all three levels and
ordering information on
Audio CDs the next two pages
• Professionally recorded audio versions of
each literary selection so students can listen
to texts read aloud fluently and with expression
Activity Instruction Cards Name:
Stage 2
Question Testing Chart

Date:
Stage 2
Sharing Questions (30–40 minutes)

Flexible, durable, two- and four-sided activity


Reading selection: Activity Summary Students share different types of questions about the text.
Student Learning Objectives To identify and address questions arising from a text
Instructions If the question has . . . Then it is probably . . . To identify potential interpretive questions about a text
◆ Write down the question your group is testing. One correct answer that comes factual Key Shared Inquiry Concept Asking and addressing questions are essential strategies for understanding a text.
◆ Record one possible answer to the question. directly from the text
◆ Record a piece of evidence that supports your
One reasonable answer that comes
answer, including the source of the evidence from sources outside the text such background
(include a page number if it comes from the text).
as encyclopedias

cards, organized by stage and activity, include:


◆ Record another possible answer to the question

(if you can come up with one) and a piece of Reasonable answers based on
supporting evidence, including its source. personal opinion or experience
evaluative Activity i nstructions
◆ Determine what type of question you have,
Reasonable answers based on speculative
Sharing Questions

based on the answers and evidence you gathered


Student Handout (side 4)

(see box at right).


imagination or guessing Part 1: Answering Basic Comprehension Questions (10–15 minutes)
◆ Share any interpretive questions you found with Two (or more) reasonable answers 1. On the board, record students’ questions from the first reading (if you have not already
interpretive
Stage 2

the class. supported by evidence from the text 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
Question: questions.

• Activity summaries
Answer #1: Answer #2: 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
20

Evidence: Evidence:
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

• Student learning objectives


been addressed. Circulate to help students as they generate answers and evidence for
Source: Source:
REPRODUCIBLE MASTER Copyright © 2010 The Great Books Foundation

each question.
6. Ask each group for their conclusions about the types of questions they have and how they
Type of question?  Factual  Background  Speculative  Evaluative  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
Question: questions to make them interpretive (see the second Leaders Ask box on side 2 of this
card).
Answer #1: Answer #2:
7. Ask students to choose two questions that continue to puzzle or intrigue them (one
Copyright © 2010 The Great Books Foundation

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.

• Step-by-step instructions
Evidence: Evidence:

Source: Source:

Type of question?  Factual  Background  Speculative  Evaluative  Interpretive

• Support and challenge activities to provide


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

differentiated instruction suggestions


CD-ROM Stage 2
Question Testing Chart
Stage 2
Sharing Questions (30–40 minutes)
Poetic ResPonse

• Expository writing activities


Harlem [2] Langston Hughes (1–2 class periods) Name: Date:
Reading selection: Activity Summary Students share different types of questions about the text.
Student Learning Objectives To identify and address questions arising from a text
Instructions If the question has . . . Then it is probably . . . To identify potential interpretive questions about a text
Activity Summary Students write an original poem using “Harlem [2]” as a model. ◆ Write down the question your group is testing. One correct answer that comes factual Key Shared Inquiry Concept Asking and addressing questions are essential strategies for understanding a text.
Expository
The concept covered in this activity is the simile. Writing: intErprEtivE Essay ◆ Record one possible answer to the question. directly from the text
Student Learning Objective To write an original poem basedPeer Review featuresChecklist
◆ Record a piece of evidence that supports your
on the prominent of a specified poem One reasonable answer that comes

• Evidence Organizer and other handouts to


answer, including the source of the evidence from sources outside the text such background
Key Shared Inquiry Concept Responding creatively to a text helps readers formulate further insights into its (include a page number if it comes from the text).
as encyclopedias
◆ Record another possible answer to the question
meaning. Reasonable answers based on
Name: Date: (if you can come up with one) and a piece of
supporting evidence, including its source. personal opinion or experience
evaluative Activity i nstructions
Reading selection: Reviewed by: ◆ Determine what type of question you have,
Reasonable answers based on speculative
Sharing Questions

based on the answers and evidence you gathered


Student Handout (side 4)

(see box at right).


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

Activity i nstructions Instructions ◆ Share any interpretive questions you found with Two (or more) reasonable answers
interpretive
1. On the board, record students’ questions from the first reading (if you have not already
Stage 2

the class. supported by evidence from the text done so). Invite students to add new questions they thought of.

help students work through the writing process


1.
Read your partner’s draft essay and fill out the Peer Review Checklist, using these guidelines and 2. If necessary, review the question types in the student anthology (pages xx–xxi; pages
1. Go over the definition of simile with students: a comparison
the sample between twotothings
checklist help usingReturn the checklist to your partner.
you. 42–43 in the Leader’s Edition). Help students answer important factual or background
2. Look
“like” or “as.” Have a few volunteers offer examples at thein
of similes checklist
“Harlem your partner
[2],” explaining Question:
filled out for your own essay. Put a question mark next to any questions.
what two things are being compared and why theycomments thatchose
think Hughes are confusing to you or need more explanation.
that particular 3. Help students identify any vocabulary questions on the class list and mark them for
simile. Answer #1: Answer #2:
3. With your partner, go over both checklists, asking one another to explain anything marked with a possible exploration in the Stage 2 vocabulary activity (card 21 ).
2. Remind students that Hughes also asks the reader question
an intriguing question in his poem.
mark.
Tell students that they will be writing their own poems that ask their readers an Part 2: Working Through Remaining Questions (20–25 minutes)
4. If you
imaginative question and offer answers using similes. have time,
Distribute try reading
the handout your essay aloud and stopping whenever you or your partner hears
for this
4. Reproduce the Question Testing Chart (see side 4 of this card) on the board or an
20

activity. something that is still confusing or needs more explanation. Evidence: Evidence:
overhead transparency. With the class, fill it out using a question that arose during

• Creative response and cross-curricular


3. With the class, brainstorm a list of imaginative, open-ended questions that students might this activity.
like to ask their readers in a poem. Examples: What would you do if you knew the world
5. Divide students into small groups and distribute double-sided copies of the Question
would end tomorrow? What if the school was run by robots?
Testing Chart. Assign each group one or more questions from those that have not yet
Peer
4. Have each student choose a favorite question and ReviewtheGuidelines
complete handout. If students need been addressed. Circulate to help students as they generate answers and evidence for
Source: Source:
REPRODUCIBLE MASTER Copyright © 2010 The Great Books Foundation

more guidance, complete a copy of the handoutReviewing your draft


as a class before with
students a partner
work on theircan help both of you make your arguments clearer and stronger. each question.
own. Here are some tips for a successful review. 6. Ask each group for their conclusions about the types of questions they have and how they
5. Have students copy their poems onto clean paper and illustrate them if they wish. Display Type of question?  Factual  Background  Speculative  Evaluative  Interpretive arrived at their conclusions. Add interesting questions to your Stage 2 Discussion Planner
When you review a draft essay:
them in the classroom, have students recite their poems, or create a class anthology for (card 17 ). If there is time, you may want to help students revise a few noninterpretive
each student to take home. ◆ Try to understand your partner’s argument, even if you have a different opinion. Your Question:
job as questions to make them interpretive (see the second Leaders Ask box on side 2 of this

activities
6. Use the Poetic Response Rubric to assess students’a poems.
reviewer is to should
Poems help your partner
include the express his or her ideas, not to try to change those ideas.
Answer #1: Answer #2:
card).
following features: ◆ Focus on the essay’s thesis statement, evidence, and organization. Your partner can fix the 7. Ask students to choose two questions that continue to puzzle or intrigue them (one
Copyright © 2010 The Great Books Foundation

◆ A question grammar and spelling in a final draft. interpretive and one evaluative or speculative) and record them in the Stage 2 Inquiry
◆ A series of similies answering the question
◆ Don’t hurry through reading your partner’s paper, filling out the checklist, or discussing your Log. Before the discussion, collect and review students’ logs to find out what questions
◆ At least three stanzas they are most interested in pursuing.
comments. It takes time to come up with helpful advice.
Evidence: Evidence:
Copyright © 2010 The Great Books Foundation

When you receive your partner’s comments:


REPRODUCIBLE MASTER Copyright © 2010 The Great Books Foundation

◆ 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

• Assessment tools
of your essay.
Source: Source:
When you discuss your checklists with each other:
Type of question?  Factual  Background  Speculative  Evaluative  Interpretive
◆ 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 Great Books Roundtable • Level 2
◆ Don’t take it personally. Your partner’s feedback is a valuable tool to help you make your
essay stronger.
Great Books Roundtable • Level 2 CD-ROM 68

• Reflection handouts
Revision Checklist for Writer
 Read partner’s checklist about your work.  Make notes about how your draft might be revised.
 Talk with partner about what he or she wrote.  Revised draft is due on (date):

Great Books Roundtable • Level 2 CD-ROM 18 continued

Road Map
In-depth guide to customize the program
and meet instructional objectives, including:
Differentiating First
Reading
After doing a few
Great Books Roundtable
some of his students units, Mr. Fisher has (After reading to “. . . the
struggle to make noticed that old
others do it comfortably. notes during the
He uses both the first reading, whereas [p. 33].) Before we continue, Greeks and Romans”
suggestions that appear Support and Challenge questions we have so far. let’s share some of the Mr. Fisher includes students’
in the Stage 1 First box
his students’ diverse Reading card (card 12 Kurt: notes in
the modeling process (Support).
learning needs. Mr. ) to address I want to know why the
prompts on the board: Fisher begins by narrator tells us why Adolf
writing the following Hitler wasn’t mentioned

• Integration chart that outlines how


in her class.
Mr. Fisher: Okay, make
sure you put a question
mark next to that.
? = You have a question a James: I put a question mark next
✓ = You agree with somet
bout the story. page 32. I wonder why to the second paragraph on
MR. FisheR the doctors kept Renate
hing. a year. for over
✗ = You disagree with som Mr. Fisher: Did anyone
ething. mark a place where they
disagreed with something? agreed or

activities can be grouped


Mary: I did. I marked on page
31 that I agreed with Frau
Mr. Fisher: As you read Brocker. I don’t think the
silently along with midwife is Renate’s real
you have a question. Some me, mark places where mother either.
Mr. Fisher encourages some
marking where we agree of us have talked about to mark a wider range of students Mr. Fisher: Let’s continue
reading and
or
someone, so if you want disagree with something or reactions
addition to questions (Challenge). in been marking where you marking questions. If you’ve Mr. Fisher prompts students
to, try doing that as well. agree or disagree with using the
something, continue with multiple-note option to
that, too. share their
reactions to the text (Challenge).
Mr. Fisher reads the
first two pages of

• Scheduling and pacing options


“Props for Faith” Mr. Fisherknows that to keep
aloud with the following the students engaged
interjections. interrupting the flow in the reading,
of the story and to
Mr. Fisher: (After reading He reads without stop only when students it is important to refrain from
to “. . . under interjecting until seem to struggle
never stayed up” [p. 31].) white knee socks that questions during
a passage rich with
further into the story,
when he notices that
with comprehensi
on.
Several parts of this passage interpretive issues no one is marking
appeal to my sense of sight Mr. Fisher models visualizing, (the highlighted passage
gypsies look like. I can see and help me imagine what strategy he wants to reinforce a Mr. Fisher: (After reading
on pages 33–34).
brown hands loaded with their dark hair and their struggling readers (Support). with his to “But I didn’t mean it
. . .” [p. 34].) Did
rings. Did anything in this anyone mark a question
passage appeal to one of on
Morris:
your senses? Let’s read it again. (Rereadsthis page? (No response.)

• Tools to integrate reading selections


I can see Renate’s dark,
frizzy hair, black eyes, and . . . ” to “ . . . I couldn’t from “‘Why not?’ I shouted Mr. Fisher pauses to reread
bring out one word” [pp.
skinny legs. 33–34].) passage that students have a difficult
Mr. Fisher: What makes (Support). not marked
you think Renate’s legs I have a question. Why does
are skinny?
Morris: The part about her knee and mean” rise inside Hanna “something hot and sad Mr. Fisher shows students
socks. The narrator says
“never stayed up.” That they Renate playing with Sybille? when she thinks about how
passage contains opportunities a
detail helps me see Renate
pretty clearly. end of the page.) Did anyone(Continues reading to the questions by briefly modeling for
Mr. Fisher: Okay. As Simon: mark a question this time? the
we read, you may I marked next to “Her limp questioning process and

into the curriculum


having
picture in your mind, what find it helpful to visualize, or before” because I wonder seemed worse than ever students follow suit (Support).
to imagine sights, smells, is going on in the story. Try more students share their why Hanna thinks this. (A few
sounds, and feelings. questions.)
(After reading to “. . . had Mr. Fisher: Did anyone
lived half who has been marking agreement
without a father” [p. 32].) of his five years disagreement note anything or Mr. Fisher encourages students
I’m not sure who this Trudi in this passage?
Montag person is. I’ll put
a Mr. Fisher models how to Zora: I put a check mark next are marking the higher-level who
on to see if she is importantquestion mark here and read make
notes about questions while to the part where Renate’s
is “red, then ashen.” I agree face
prompt to
contribute their ideas (Challenge).
to the story. reading
(Support). Hanna. I think I would act with how Renate reacts to
that way, too. (Another
student explains a mark

• Differentiation options, including


24 Great Books Roundtable of agreement or disagreement.)
Road Map • Level 2 Mr. Fisher: All right,
let’s read on.

Differentiating Instruction
25

sample transcripts
800-222-5870 13
NEW! Great Books Roundtable
TM

Great Books Roundtable Level 1

ga ston
William Saroyan GreatBooks
The old man of the se a
Maeve Brennan Roundtable
Through the tunnel
Doris Lessing
R aymond’s run
Toni Cade Bambara
The w itch w ho c ame for the
week end (from Juliet’s Story)
William Trevor
As the night the day introduc tion to poetry
Abioseh Nicol Billy Collins

the par sle y garden [ I ’m nobody! Who are you ? ]


William Saroyan Emily Dickinson

the veldt this is just to say


Ray Bradbury William Carlos Williams

a lik ely pl ace Mushrooms


Paula Fox Sylvia Plath

the mountain table


Charles Mungoshi Edip Cansever

af ternoon in linen The road not tak en Level 1


Shirley Jackson Robert Frost

the mysteries of the


c abal a
Isaac Bashevis Singer
r attlesnak es (from Our National Parks)
CODE I T EM PRICE i sb n
John Muir
GBR-SE1 Student Anthology $19.95 978-1-933147-53-6
throwing Snowballs (from An American Childhood ) GBR-LM1 Leader’s Materials Box $295.95 978-1-933147-62-8
Annie Dillard

Great Books Roundtable Level 2

the white umbrell a


Gish Jen GreatBooks
harrison bergeron
Kurt Vonnegut Jr. Roundtable
the fir st day
Edward P. Jones
Props for faith
(from Floating in My Mother’s Palm)
Ursula Hegi
El Diablo de l a cienega
Geoffrey Becker harlem [ 2 ]
the c at and the coffee Langston Hughes
drink er s an irish air man foresees
Max Steele his de ath
the box house and William Butler Yeats
the snow [n]
Cristina Henríquez E. E. Cummings
i just k ep t on the fort
smiling Marie Howe
Simon Burt
bic ycles
mercedes k ane Andrei Voznesensky
Elizabeth McCracken
sandr a street
snak e
D. H. Lawrence
Level 2
Michael Anthony
day of the butterfly
Alice Munro
the w hite Circle
John Bell Clayton
The wolf (from The Unexpec ted Universe)
Loren Eiseley CODE I T EM PRICE i sb n
colter ’s way GBR-SE2 Student Anthology $19.95 978-1-933147-54-3
Sebastian Junger GBR-LM2 Leader’s Materials Box $295.95 978-1-933147-63-5

14 Order today at www.greatbooks.org.


Grades 6–8

Great Books Roundtable Level 3

the summer of the be autiful w hite hor se


William Saroyan GreatBooks
suck er
Carson McCullers Roundtable
the possibilit y of e v il
Shirley Jackson
super stitions
Mary La Chapelle
gryphon
Charles Baxter
fellowship the hand
Franz Kafka Mary Ruefle
approximations The song of
Mona Simpson wandering aengus
the bet William Butler Yeats
Anton Chekhov child on top
the secret lion of a greenhouse
Alberto Álvaro Ríos Theodore Roethke

star food the par ak eets


Ethan Canin Alberto Blanco

A v isit of charit y Mending wall


Eudora Welty Robert Frost Level 3
the destruc tor s The fish
Graham Greene Elizabeth Bishop

How it feels to be
colored me
Zora Neale Hurston CODE I T EM PRICE i sb n
I hav e a dre am GBR-SE3 Student Anthology $19.95 978-1-933147-55-0
Martin Luther King Jr. GBR-LM3 Leader’s Materials Box $295.95 978-1-933147-64-2

The Leader’s Materials


box includes:
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• Posters and Bookmarks
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FREE Sample Unit!


Go to www.greatbooks.org/roundtable
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800-222-5870 15
Perfection Learning Literature & Thought

The Great Books Foundation has teamed with ­


Perfection Learning, a renowned I­ owa-based Benefits of Literature & Thought
p­ublisher of instructional materials for pre-K–12, to • A unique questioning strategy helps
bring you classroom materials for two of ­Perfection students hone higher-order thinking
Learning’s outstanding s­ eries: L
­ iterature & Thought skills and deeply probe a theme.
and Many Voices Literature. • Students read a variety of genres,
including nonfiction, by distinguished
The Literature & Thought program is detailed on
these two pages. Find out all about Many Voices
authors.
Literature on pages 18 and 19. • A flexible teaching plan allows you to
create your own literature program,
supplement an anthology, or provide
extension activities.
• Themes include historical events
and eras, literary genres, and
literary themes.
• Topics easily blend into language
arts programs or integrated study of
American literature and history.
• Student books include background
information and concept vocabulary.

Student Anthology
Great Books Discussion
Guide for Leaders

Program Materials
Student Anthologies
• Fiction and nonfiction selections
• Softcover and hardcover available
Great Books Discussion Guides
• For four to six selected readings from each of the
thirteen titles displayed here
• Questions for Shared Inquiry discussion
• Interpretive activities
Perfection Learning Teacher Guides
• Suggestions for modeling critical thinking skills
• Activities to develop writing skills

16 Order today at www.greatbooks.org.


Grades 6–12

A House Divided : America’s Civil War From There to Here : The Immigr ant Experience
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And Justice for All The Harlem Renaissance


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Dark Days : America’s Great Depression Times of Change : Vietnam and the 60s
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echoes from mt. olympus To Be a Hero


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Family Matters Voices of the Holocaust


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Free at Last: The Struggle for Civil Rights


What on Earth ? An Ecology Reader
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CODE I T EM PRICE i sb n
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To view the complete tables of contents Wide Open Spaces : American Frontiers
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visit www.greatbooks.org/perfection.

RECOMMENDED SUPPLEMENT

Great Books Professional Development


The core sequence of professional d ­ evelopment
courses (see page 4) will prepare you to use our
guides for Perfection Learning’s L ­ iterature &
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a schoolwide or ­district­-wide implementation,
ask your state’s sales ­representative to customize
a course for the series you have chosen.

800-222-5870 17
Junior
NEW! Great Books­
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AMERICAN 30901
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SHORT
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STORIES
1920 TO THE PRESENT

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British Literature: Traditions and Change
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Foundation
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A D I S T I®
Perfection Learning N GCorporation
UISHED AND CHALLENGING COLLECTION OF
A nonprofit educational organization S H O RT S TO R I E S B Y A M E R I C A ’ S F I N E S T W R I T E R S
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from the fifth century to the present 992 pages


Chicago, IL 60601 Logan, Iowa 51546-0500
IMPORTANT WORKS OF FICTION SINCE 1920 AND PRESENTS ISBN 13: 978-0-7891-5940-3
ISBN 10: 0-7891-5940-6
A UNIQUE NEW WAY OF LOOKING AT THEM . L ITERATURE STUDY
www.greatbooks.org www.perfectionlearning.com
IS APPROACHED THROUGH EACH AUTHOR ’ S WRITING STYLE —
A PROCESS THAT REQUIRES DEEP ANALYSIS OF BOTH THE
IDEAS AND STRUCTURE OF A LITERARY WORK .

With 117 selections, including:


American Short Stories: 1920 to the Present Grendel* Burton Raffel, translator
The Pardoner’s Tale* Geoffrey Chaucer
A distinguished and challenging collection of Le morte d’arthur Sir Thomas Malory
* Selection included in Great Books
short stories by America’s finest writers 552 pages macbeth* William Shakespeare Discussion Guide for Teachers
paradise lost* John Milton

With 38 selections, including: I Wandered Lonely as a Cloud William Wordsworth


Kubla Kahn Samuel Taylor Coleridge
In another country Ernest Hemingway
the lady of Shalott* Alfred, Lord Tennyson
babylon revisited F. Scott Fitzgerald
the when I was one-and-twenty A. E. Housman
sucker* Carson McCullers
the rocking-horse winner* D. H. Lawrence
The chrysanthemums John Steinbeck
araby* James Joyce
The lottery* Shirley Jackson
do not go gentle into that good night Dylan Thomas
barn burning* William Faulkner
Everything that rises must converge Flannery O’Connor Special Focus
A & P John Updike Critical Thinking and Connections Among Texts
The sky is gray Ernest J. Gaines * Selection included in Great Books

The flowers Alice Walker


Discussion Guide for Teachers The anthology includes line-by-line modern translations
the writer in the family* E. L. Doctorow for selected works; in-text summaries and primary source
mortals* Tobias Wolff visuals for more challenging selections; and before- and
after-reading suggestions and strategies for critical thinking.
Special Focus
The Author’s Style
Readers gain insight into literary elements and techniques Benefits of Many Voices
used by each author to convey meaning through: • A special literary focus in each anthology
• Plot and characterization develops essential strategies and concepts.
• Tone, voice, and mood
• The anthologies focus on reading and
• Stylistic traditions—social realism, internal monologue
• Literary techniques—irony and humor interpreting outstanding literature in
• Use of language—lyrical, minimalistic, colorful, energetic a variety of genres.
• The anthologies feature hundreds of
selections that are challenging and relevant.
• The selections are easily differentiated for
ELL and gifted students, struggling readers,
and students with different learning styles.
• Reading and writing skills correlate to state
standards and national exams.
18 Order today at www.greatbooks.org.
Grades 9–12

Program Materials
Student Anthologies
• Literature by highly regarded authors
• A variety of literary genres
• Easily differentiated selections for students of all
abilities
• Reading and writing activities that correlate to
state standards and national standardized tests
Reading the World: Contemporary Literature
from Around the Globe
Great Books Discussion Guides for Teachers
A superb collection of modern world literature • Activities and questions especially suitable for
reflecting literary, social, and geopolitical traditions Shared Inquiry discussion
around the world 608 pages
• Prereading, note-taking, and writing prompts
• Interpretive questions for discussion
With 77 selections, including:
two bodies Octavio Paz
• Reproducible masters for Shared Inquiry
girls can we educate we dads?* James Berry discussion guidelines, the Building Your Answer
tonight I can write Pablo Neruda form, and the Great Books Critical Thinking
first confession Frank O’Connor
marriage is a private affair* Chinua Achebe
Rubric
in the shadow of war Ben Okri
the prisoner who wore glasses Bessie Head Teaching and Assessment Resources Workbooks
my FATHER WRITES TO MY MOTHER* Assia Djebar
• Assessment options for each selection and unit
the swimming contest Benjamin Tammuz
wanted: a town without a crazy* Muzaffer Izgü
• Strategies for differentiating instruction
sabateur* Ha Jin • A skills chart to align instruction with state and
cranes Hwang Sun-won
* Selection included in Great Books district standards
inem Pramoedya Ananta Toer Discussion Guide for Teachers
• Pre-, during-, and post-reading activities for each
Special Focus selection
Research
• Active reading strategies
A strong emphasis on research is integrated throughout
• Six-trait writing rubrics and graphic organizers
the book, encouraging students to extend their literary
and cultural knowledge by researching issues generated for writing prompts
by the texts.
• A section in each unit provides an extensive menu
American short stories : 1920 to the present
of research topics grouped into cross-disciplinary CODE I T EM PRICE i sb n
sections, such as history/politics, society/cultures, the JSE-AS Student Anthology, hardcover $34.95 978-075699950-6
JDG-AS Great Books Discussion Guide $19.95 978-193314767-3
arts, and religion/belief systems JTR-AS Teaching and Assessment Resources $49.95 978-078917077-4
• A research handbook at the back of the text has b r i t i s h l i t e r at u r e : t r a d i t i o n s a n d c h a n g e
invaluable guidelines for helping students find CODE I T EM PRICE i sb n
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JDG-BL Great Books Discussion Guide $19.95 978-193314768-0
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reading the world : contempor ary liter ature


from around the globe
To see the complete table of contents CODE I T EM PRICE i sb n
for these three anthologies and the Great Books JSE-RTW Student Anthology, hardcover $34.95 978-075699951-3
JDG-RTW Great Books Discussion Guide $19.95 978-193314769-7
Discussion Guides created especially for them, JTR-RTW Teaching and Assessment Resources $49.95 978-078917075-0
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800-222-5870 19
Social Studies

CITIZENS OF
NEW! THE WORLD
Readings in Human Rights
EXPANDED EDITION

Expanded
Edition

The Will of the People


Citizens of the World Readings in American Democracy
Readings in Human Rights This anthology brings together many of the most important
This just-updated anthology contains seven new selections. texts from the history of American democracy, in a format
With 41 classic and contemporary selections from around that invites discussion of their meaning and continuing
the world, Citizens of the World illustrates the evolution of significance. More and more states are requiring that high
human rights. Legal documents, essays, memoirs, letters, school students read these primary source documents.
short fiction, and poetry trace the history of this revolutionary
concept. Highlights include: Decl ar ation of Independence

The Feder alist No. 10  James Madison


How to K eep a Sl ave  The Feder alist No. 51  James Madison
Cato the Elder
The Feder alist No. 78  Alexander Hamilton
Letter xlv ii 
New Selections
Seneca the Younger Constitution of the United States of Americ a
The Perplexities of the
Magna C arta Fare well Address  George Washington
Rights of Man Hannah Arendt
Second Tre atise of The Cancer of Human Rights* Decl ar ation of Sentiments and Resolutions,
Gov ernment *  John Locke John A. Gentry Senec a Falls Conv ention
The Social Contr ac t *  Promoting Human Rights Emancipation Procl amation  Abraham Lincoln
Jean-Jacques Rousseau William F. Schulz
Gett ysburg Address  Abraham Lincoln
Decl ar ation of the Rights of Let’s Fight Terrorism, Not the
Man and of the Citizen Constitution David Cole Second Inaugur al Address  Abraham Lincoln
Emancipation Procl amation Confusing Freedom with License Address to the Fir st Annual Meeting of the Americ an Equal
Abraham Lincoln Douglas W. Kmiec Rights Association  Sojourner Truth
thE United states of americ a Moral Prohibition at a Price
The United States of Americ a v. Susan B. Anthony
v. susan b. anthony* Michael Ignatieff
Should We Fight Terror Let Americ a Be Americ a Again  Langston Hughes
Independence v.
SWARA J  Mahatma Gandhi With Torture? Alan Dershowitz Letter from Bir mingham Jail  Martin Luther King Jr.
The Stalin Epigr am  Osip
Mandelstam
I Will Be ar Witness*  Victor Klemperer
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ADU-WP The Will of the People $12.95 978-1-880323-95-3
Univer sal Decl ar ation of Human Rights
Harlem [ 2 ]  Langston Hughes
Surv ival in Auschwit z*  Primo Levi
The Rivonia Trial: Second Court Statement *  Nelson Mandela
Letter to Deng Xiaoping  Wei Jingsheng
A Fe w Remark s  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.

CODE I T EM PRICE i sb n
ADU-CITX Citizens of the World $29.95 978-1-933147-49-9

20 Order today at www.greatbooks.org.


Grades 6–12

Readers 2 Leaders
Program: Service Learning
with a Taste of Teaching
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 Civically Engaged Reader the older students to develop
leadership, improve their
A Diverse Collection of Short
own reading skills, and
Provocative Readings on Civic Activity explore careers in teaching
Featuring 47 readings from literature, philosophy, and and work with youth. And
religion, this anthology is perfect for service-learning their younger students enjoy
and volunteer programs that want to get more from their an educationally effective
experience. Published with support from the Project on Civic reading program conducted
Reflection, The Civically Engaged Reader is an indispensable by well-prepared, nurturing
resource for examining the vital connection between the role models.
inner life and public service. The book includes a guide to
civic reflection; questions to stimulate discussion; and essays,
In Readers 2 Leaders,
poetry, and fiction by:
students learn:
• Maya Angelou • Langston Hughes • Leadership—Setting goals, making decisions, facilitating
• Aristotle • Martin Luther King Jr. group interaction
• Toni Cade Bambara • Ursula K. Le Guin • Teaching—Choosing readings and activities, planning
• Andrew Carnegie • Margaret Sutherland lessons, assessing progress
• Billy Collins • Teamwork—Collaborating with peers and mentors
To see a complete list of the selections in this anthology, go to In Readers 2 Leaders, students reflect on their efforts,
www.greatbooks.org/civics/. identify challenges, and respond strategically.
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ADU-CER The Civically Engaged Reader $24.95 978-0-945159-49-0 Readers 2 Leaders includes everything you need for a
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• A handbook (90 pages) that guides students through
Readings for Civic Reflection practice discussions with peers, lesson preparation,
Talking Service: Readings for Civic reflection, and mentoring
Talking Service

Reflection is the ultimate resource for


Readings for Civic Reflection
• A Start-Up Packet, ongoing support, and program
evaluation tools to help you administer the program
service-learning programs that want their
reflection component to work. Developed Each program is customized to your needs. To learn
and used in the Chicago Public Schools’ Published by the Great Books Foundation
in partnership with the Project on Civic Reflection more, including pricing information, please visit
service-learning curriculum, Talking Service www.greatbooks.org/projects/ylp.html or contact
contains seven brief readings on service that span a range your state sales representative.
of reading abilities yet are complex enough to provoke real
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Readers 2 Leaders was
and questions for discussion that will help students think more
developed with support from the
deeply about their service.
Staples Foundation for Learning.
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800-222-5870 21
Introduction to Great Books

Program Materials

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

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

Leader’s Guides Great Great


• Packaged with student anthology S E C O N D S E R I E S
Books T H I R D S E R I E S
Books
• Suggested schedule of activities

T O

T O
Politics Aristotle On Happiness Aristotle
Of Commonwealth Thomas Hobbes Habits and Will John Dewey

Great Books

Great Books
Barn Burning William Faulkner Happiness Mary Lavin

• Interpretive activities to engage students


Of Civil Government John Locke Crito Plato
In Exile Anton Chekhov On Liberty John Stuart Mill
The Declaration of Independence Conscience Immanuel Kant
Equality Isaiah Berlin A Hunger Artist Franz Kafka
Sorrow-Acre Isak Dinesen Of the Limits of Government John Locke

throughout the reading process


Why Americans Are Often So Restless Alexis de Tocqueville Antigone Sophocles
After the Ball Leo Tolstoy Why Great Revolutions Will Become Rare Alexis de Tocqueville
Habit William James A Room of One’s Own Virginia Woolf
The Overcoat Nikolai Gogol In Dreams Begin Responsibilities Delmore Schwartz

• Recommended approaches for working with TheGreatBooksFoundation


A nonprofit educational organization
2
TheGreatBooksFoundation
A nonprofit educational organization
3
fiction and nonfiction
• Questions for Shared Inquiry discussion S E C O N D S E R I E S T H I R D S E R I E S

• Building Your Answer master that aids students’ Second Series (Grade 11) Third Series (Grade 12)

responses to Shared Inquiry questions Politics  Aristotle On Happiness  Aristotle

Of Commonwe alth  Habits and Will  John Dewey


Student Anthologies Thomas Hobbes
Happiness  Mary Lavin
• Twelve outstanding reading selections in each series Barn Burning 
Crito  Plato
• Questions for Shared Inquiry discussion William Faulkner
On Libert y  John Stuart Mill
• Author biographies Of Civ il Government 
John Locke Conscience  Immanuel Kant
• Short essays about literature and the process of
In Exile  Anton Chekhov A Hunger Artist  Franz Kafka
interpretive reading
The Decl ar ation of Of the Limits of
Independence Gov ernment  John Locke
Equalit y  Isaiah Berlin Antigone  Sophocles
Sorrow-Acre  Isak Dinesen W hy Gre at Re volutions
Series

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

Great Books
Will Become R are 
I N T R O D U C T I O N T O I N T R O D U C T I O N T O
Junior Great Books
Great W hy Americ ans Are Of ten
9

Alexis de Tocqueville
Junior Great Books

S e r i e S
So Restless 
F I R S T S E R I E S
Books Alexis de Tocqueville A Room of One ’s Own 
Why War? Sigmund Freud

Virginia Woolf
T O

The Melian Dialogue Thucydides


The Social Me William James
Af ter the Ball  Leo Tolstoy
Great Books

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 Habit  William James In Dre ams Begin
Everything That Rises Must Converge Flannery O’Connor
An Essay in Aesthetics Roger Fry
An Outpost of Progress Joseph Conrad
Responsibilities 
On Studying José Ortega y Gasset
The Ov ercoat  Nikolai Gogol Delmore Schwartz
TheGreatBooksFoundation
A nonprofit educational organization
1
CODE I T EM PRICE i sb n
Great Books Foundation F I R S T S E R I E S ADU-I2 Second Series Student Anthology $13.95 978-0-945159-98-8
Jgb series 9 (Grade 9) First Series (Grade 10 ) ALG-I2 Second Series Leader’s Guide $19.95 978-0-945159-67-4
ADU-I3 Third Series Student Anthology $13.95 978-0-945159-99-5
Miriam Why War ?  Sigmund Freud ALG-I3 Third Series Leader’s Guide $19.95 978-0-945159-68-1
Truman Capote
The Melian Dialogue  Thucydides
Zoo Isl and
Tomás Rivera The Social Me  William James
At the Pitt-River s Rothschild’s Fiddle 
Penelope Lively Anton Chekhov
Ne w Afric an (from Sarah
Phillips) Concerning the Div ision FOR HIGH SCHOOL
Andrea Lee of L abor  Adam Smith

Chelk ash  Maxim Gorky


Sponono Alan Paton
Modern American Poetry
Bobby ’s Room How an Aristocr ac y May Be
Douglas Dunn Cre ated by Industry  Beginning with Walt Whitman and
A Bird in the House Alexis de Tocqueville
Margaret Laurence
Emily Dickinson, this collection
Observation and Experiment 
The Str ange C ase of Dr . Claude Bernard highlights more than 40 American
Jek yll and Mr . Hyde poets, including Robert Frost,
Ev ery thing That Rises Must
Robert Louis Stevenson
The Little Cousins
Con v erge  Flannery O’Connor William Carlos Williams, E. E.
Peter Taylor An Essay in Aesthetics  Cummings, Langston Hughes,
Roger Fry
The Ide alist Frank O’Connor Gwendolyn Brooks, Allen Ginsberg,
An Outpost of Progress 
The Time Machine
Joseph Conrad Anne Sexton, Sylvia Plath, Ray A.
H. G. Wells
On Study ing  José Ortega y Gasset Young Bear, Rita Dove, Gary Soto,
and Li-Young Lee.
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JTB-91 Series 9 Leader’s Guide $19.95 978-1-880323-37-3 CODE I T EM PRICE i sb n
ADU-I1 First Series Student Anthology $13.95 978-0-945159-97-1 ADU-MAP Modern American Poetry $25.95 978-1-880323-88-5
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22 Order today at www.greatbooks.org.


Science Grades 9–12
Enliven your classroom with these stimulating texts that inspire
exciting Shared Inquiry discussions about seminal theories, crucial
What’s the Matter?
discoveries, and the principles that underlie scientific disciplines.
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 Nature of Life Keeping Things Whole
The mechanic al equivalent of Readings in Biology Readings in Environmental Science
he at  James Prescott Joule
Includes 19 selections from major Includes 21 selections from key thinkers
entropy: the running -down
of the univer se  Arthur Eddington scientists that represent the wide in ecology, biology, public policy,
induc tion of the elec tric range of work in biology. Highlights ­sociology, history, philosophy, and
currents  Michael Faraday include: ­literature. Highlights include:
The science of elec tromagnetism 
James Clerk Maxwell Parts of Animals †   Aristotle Rules for the Direc tion of the Mind † 
René Descartes
ex tending the theories of physics  Nov um Organum   Francis Bacon

Max Planck K atahdin †   Henry David Thoreau


The Descent of Man †   Charles Darwin
E = mc   Albert Einstein
2 Man and Nature †   George Perkins Marsh
Natur al Selec tion  Charles Darwin
the special theory of rel ativ it y  The Biosphere †   Vladimir I. Vernadsky
Experiments in Pl ant
Albert Einstein Hybridiz ation †   Gregor Mendel The Clima x Concep t  Frederic E. Clements
the gener al theory of rel ativ it y  An Introduc tion to the Study of The Ecosystem  A. G. Tansley
Albert Einstein Experimental Medicine † 
The L and Ethic  Aldo Leopold
quantum uncertaint y  George Gamow Claude Bernard
The Tr agedy of the Commons  Garrett Hardin
Quantum behav ior  Richard Feynman The Snout  Loren Eiseley
The Closing Circle †   Barry Commoner
the copenhagen interpretation of Silent Spring †   Rachel Carson
quantum theory  Werner Heisenberg The World’s Biggest Membr ane 
R ats  Konrad Lorenz
Lewis Thomas
quantum perplexit y and debate  The Double Helix   James D. Watson

John Polkinghorne Intric ac y †   Annie Dillard
The Selfish Gene †   Richard Dawkins
the origin of the univer se  Steven Weinberg The Recognition of Gaia †   James E. Lovelock
Just in the Middle  Stephen Jay Gould
metaphor in science  Alan Lightman The End of Nature †   Bill McKibben
The Div er sit y of Life †   Edward O. Wilson
bl ack holes and predic table Water Songs  Terry Tempest Williams
worlds  Stephen Hawking Life from Scum  Lynn Margulis
Cutover  Jan Zita Grover

Indicates a selection taken from a longer work.
Dimensions of Defor mit y  Gordon L. Miller

Indicates a selection taken from a longer work.

For a free excerpt from CODE I T EM PRICE i sb n


What’s the Matter? visit us online at ADU-WTM What’s the Matter? $32.95 978-1-880323-91-5
ADU-NL The Nature of Life $24.95 978-1-880323-86-1
www.greatbooks.org/physicsbook. ADU-KTW Keeping Things Whole $24.95 978-1-880323-90-8

800-222-5870 23
More Anthologies and Resources
Ideal for teacher discussion groups and for high school classes
in English, history, and other disciplines
Great Conversations Great Conversations
FPO FPO

Great Conversations

Great Conversations
THE GREAT BOOKS FOUNDATION THE GREAT BOOKS FOUNDATION
A nonprofit educational organization A nonprofit educational organization

“Extraordinary. Not only useful but exciting.”


“Extraordinary. Not only useful but exciting.”
­— ­ ­Earl ­Shorris ­
— Earl Shorris
Contributing editor to Harper’s magazine and founder of
Contributing editor to Harper’s magazine and founder of

3 4
the Bard College Clemente Course in Humanities

3 4
the Bard College Clemente Course in Humanities

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

THE GREAT BOOKS FOUNDATION

THE GREAT BOOKS FOUNDATION


From Plato’s dialogue Meno to the most celebrated short story of the Vietnam War,
The fifteen selections in Great Conversations 3 range from an excerpted portion of Shelley
Tim O’Brien’s “The Things They Carried,” the fifteen selections in Great Conversations 4 Kant
Geoffrey Chaucer’s fourteenth-century classic, The Canterbury Tales, to contemporary continue
Balzac the Great Books Foundation’s ongoing series designed for book discussion Kleist
fiction writer Jhumpa Lahiri’s award-winning short story, “Interpreter of Maladies.” groups and college humanities courses. Books in the Great Conversations series bring
The readings are intended for book groups and college courses that embrace both
Tolstoysome of the world’s best writing, ranging from classic to contemporary authors,
together Thoreau
classic and contemporary writing, for those who believe that great books address and are intended for those who believe that great books—regardless of when and where
Kipling Arnold
questions of perennial importance to people the world over. they were written—address questions of perennial concern.
Pirandello James
Each selection is accompanied by a brief introductory essay and questions
Each selection is accompanied by a brief introductory essay and questions designed Crane to provoke lively and focused discussion and writing. This volume also Shaw
designed
to provoke lively and focused discussion and writing. This volume also includes
includes
Anderson suggestions for reading these works in different thematic groupings, Chekhov
suggestions for reading these works in different thematic groupings, emphasizing their
emphasizing their interconnectedness, as if the authors are holding a conversation
interconnectedness, as if the authors are holding a conversation that we too can join. Borges Kawabata
that we too can join.
In addition, Great Conversations 3 features complete discussion guides for two Beauvoir Jackson
In addition, Great Conversations 4 features complete discussion guides for two longer
longer works not reprinted in this anthology, Niccolò Machiavelli’s The Prince and Paley
works not reprinted in this anthology, Jane Austen’s Emma and Marcel Proust’s Mueller
Charlotte Brontë’s Jane Eyre. Swann’s Way.
Szymborska Lispector
Established in 1947, the Great Books Foundation is an independent, nonprofit educational Established ­in ­1947, ­the ­Great ­Books ­Foundation ­is ­an ­independent, ­nonprofit ­educational ­
Foucault Boland
organization that promotes the reading and discussion of classic and contemporary written 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
TM
Lahiri
works ­across ­the ­disciplines. ­The ­Foundation ­provides ­training ­in ­Shared ­Inquiry, ­a ­text-based ­
TM
O’Brien
Socratic method of learning, to college educators, elementary and secondary school programs, Socratic ­method ­of ­learning, ­to ­college ­educators, ­elementary ­and ­secondary ­school ­programs, ­ ­
THE GREAT BOOKS FOUNDATION THE GREAT BOOKS FOUNDATION
and book groups. Visit us at www.greatbooks.org for more information. 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 1 Great Conversations 2 Great Conversations 3 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
PROMETHEUS BOUND  Aeschylus to perpetual pe ace : a
SELEC TED POEMS  John Donne The Unk nown Masterpiece  philosophic al sk etch 
PENSÉES*  Blaise Pascal
Honoré de Balzac Immanuel Kant
THE NOSE  Nikolai Gogol
SELF-RELIANCE 
Six Char ac ter s in Se arch W here i lived, and what
Ralph Waldo Emerson THE GRAND INQUISITOR* 
of an Author  I lived for*  Henry David Thoreau
Fyodor Dostoevsky
OUT OF THE CRADLE ENDLESSLY Luigi Pirandello
culture and anarchy* 
ROCKING  Walt Whitman THE FALL OF THE HOUSE OF USHER 
The Open Boat  Stephen Crane Matthew Arnold
Edgar Allan Poe
THE VALUE OF SCIENCE* 
The Garden of Fork ing Paths  the darling 
Henri Poincaré BARTLEBY THE SCRIV ENER :
Jorge Luis Borges Anton Chekhov
A STORY OF WALL STREET 
THE SECRET SHARER  Joseph Conrad
Herman Melville Introduc tion to Selec ted poems  Lisel Mueller
THE THEORY OF THE The Second Sex 
GUESTS OF THE NATION  the smallest woman in
LEISURE CLASS*  Simone de Beauvoir
Frank O’Connor the world  Clarice Lispector
Thorstein Veblen
An Interest in Life  Grace Paley
W HICH NE W ERA WOULD THAT BE ?  L ava c ameo  Eavan Boland
TELL ME A RIDDLE  Tillie Olsen
Nadine Gordimer Selec ted Poems 
the things the y c arried 
BOYS AND GIRLS  Alice Munro Wislawa Szymborska
W HAT WE TALK ABOUT W HEN WE Tim O’Brien
* Selection taken from a longer work. TALK ABOUT LOV E  Raymond Carver Interpreter of
* Selection taken from a longer work.
Mal adies  Jhumpa Lahiri
* Selection taken from a longer work.

Established in 1947, the Great Books Foundation promotes the reading


Tscience
H Efiction,’
G RandEalthough
AT B thatO ObeKhyperbole,
S FO it isU N D AT with a I ON
“I’ve signed my e-mails in recent years with the phrase ‘Let’s save the world through
NEW! ;/ , . 9 , ( ; ) 6 6 2 : - 6 < 5 + ( ; 0 6 5
T H E G R E AT B O O K S F O U N D AT I O N
T H E G R E AT B O O K S F O U N D AT I O N

and discussion of classic and contemporary works across the disciplines

NEW!
may hyperbole purpose.

Great Conversations 5
and conducts workshops in Shared Inquiry,TM a text-based Socratic
method of learning. The world needs saving and the speculative content of science fiction—the testing
of possible futures for livability, as John W. Campbell once put it—may be one way
to do that. This anthology, and the imprimatur of the Great Books Foundation, is
not only a major step forward but, if I may say so, overdue.”
Great Conversations Including :
S
— JAMES GUNN, author of The Immortals, editor of the Road to
Great Conversations

ince Edgar Allan Poe first described the characteristics of “the brief prose tale” Science Fiction series, and past president of the Science Fiction
and Fantasy Writers of America
in 1842, the short story has evolved and changed. It has captivated millions
of readers around the globe and challenged writers to hone their gifts by creating

hek abe  Euripides


narratives that can be read, as Poe insisted, “at one sitting.”

This anthology brings together some of the best short stories ever written. These are
the ones we return to again and again because they delight us and challenge our
Selec ted poems 
interpretive capacity. This collection also demonstrates the myriad styles and diverse
forms that have emerged over the past 150 years. The short story continues to evolve,

John Keats
and this collection demonstrates the genre’s unfolding possibilities like no other
anthology before it.

From the traditional short story to sudden fiction to the novella to the graphic story—
Mask s  George Santayana
comics for grownups, if you will—these works all attest to the enduring success
D uring the twentieth century, science fiction as a popular genre moved from the
margins of literate culture to the mainstream, and developed a distinct literary
tradition of its own.

5 5
of storytelling as a vital human activity. The short story delivers a distinct kind of
pleasure and sometimes even insight about who we are. From its humble roots in pulp fiction magazines such as Hugo Gernsback’s Amazing

Euripides
The man who lov ed isl ands  Stories, founded in 1926, science fiction rapidly evolved through the interplay
between enthusiastic writers, editors, and readers. The best writers projected a

D. H. Lawrence
future in which the impact on humanity of scientific and technological change
Keats “The Great Books Foundation Short Story “The Great Books Foundation Short Story
THE GREAT BOOKS FOUNDATION

ar, was fully realized and worked out. This collection of nineteen stories and novellas
Hawthorne Omnibus builds upon a terrific selection of Omnibus builds upon a terrific selection of
ations 4 by writer ranging from E. M. Forster to Ursula LeGuin demonstrates why science
sion Mill classic stories, and the inclusion of more classic stories, and the inclusion of more
bring contemporary forms such as sudden fiction contemporary forms such as sudden fiction fiction should be taken seriously by readers and thinkers everywhere.
Santayana
uthors,
d where
Russell
Hesse
Anthropology and the
and graphic stories makes this anthology
stand out. It is up-to-date and reflective of
and graphic stories makes this anthology
stand out. It is up-to-date and reflective of
Established in 1947, the Great Books Foundation empowers readers of all ages to become
recent developments in the genre. A great recent developments in the genre. A great
Lawrence
Benedict abnor mal  Ruth Benedict
resource for the teaching and reading of the
short story.”
resource for the teaching and reading of the
short story.”
more reflective and responsible thinkers. It conducts workshops in Shared Inquiry, a text-
based Socratic model of learning, and publishes enduring works across the disciplines.
Akutagawa
— MARCIA ALDRICH — MARCIA ALDRICH
on Niebuhr Professor of creative writing at Michigan Professor of creative writing at Michigan

onger
Sartre
Wright
Hell screen  State University and editor, Fourth Genre State University and editor, Fourth Genre

Weil
Welty Ry ūnosuke Akutagawa
THE GREAT BOOKS FOUNDATION
A nonprofit educational organization
www.greatbooks.org

Murdoch
www.greatbooks.org
sed Lessing
ms,
THE GREAT BOOKS FOUNDATION
Bright and morning star 
Richard Wright Check out two of our newly published collections­—perfect if you
to room nineteen 
Doris Lessing
enjoy traditional fiction, science fiction, or both!
CODE I T EM PRICE i sb n
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Visit www.greatbooks.org/books to see ADU-GC2 Great Conversations 2 $24.95 978-0-945159-48-X
ADU-GC3 Great Conversations 3 $24.95 978-1-880323-17-5
complete tables of contents for these books ADU-GC4 Great Conversations 4 $24.95 978-1-880323-71-7
or for a complete list of books and resources! ADU-GC5 Great Conversations 5 $24.95 978-1-945159-48-X
ADU-BUS Short Story Omnibus $32.95 978-1-880323-73-1
ADU-SFB Science Fiction Omnibus $32.95 978-1-933147-67-3

24 Order today at www.greatbooks.org.


NEW! Critical Thinking Walkthrough

The Great Books Foundation


is pleased to announce the creation
of the Great Books Critical Thinking
Walkthrough, powered by Teachscape®
Classroom Walkthrough 3.0 technology.

Critical Thinking Walkthrough 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 d
­ evelopment
and instructional improvements that meet the goals of the school or district.

Features
• Look-fors on critical thinking strategies that • Outstanding professional development for
­support literacy and learning in every subject instructional leaders—both an introductory
in grades K–12 institute and materials that prepare leaders to plan
and initiate walkthroughs, to analyze collected data
• Observation software that can be loaded on a in collaboration with teachers, and to design school
wireless handheld device for easy use and improvement activities
direct transmission, allowing for clear,
ready-to-use reports

Pricing
The complete implementation for up to 25 p ­ articipants (in up to 10 buildings) is $23,000. R
­ enewal of
the software license for each s­ ubsequent 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 software

800-222-5870 25
Great Books Online
NEW! Connecting Conversations

The Great Books Foundation and


Connections Academy® offer, for the first time,
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 organizations deliver a complete, high-
quality package of ­challenging literature and online p
­ eer discussion.

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


Connecting Conversations
The program costs $250 per student for either an
Program Benefits
11-week course (meets twice a week) or a 22-week
course (meets once a week). Customized packages are • Provides outstanding literature proven to be
available for districts or schools with a group of 10 or interesting and appropriate for all students
more participating students. To find out more about • Gives students the opportunity to read and
implementing Connecting Conversations in your discuss in-depth and to work with peers
district or school, contact the sales representative for • Saves on staff professional development
your state or visit www.greatbooks.org/connecting. expense and paid staff time
• Provides an outstanding program to
students without having to organize a
“critical mass” of students on-site

26 Order today at www.greatbooks.org.


Ordering Information
Success Stories: Philadelphia Public School District
‘What Teaching Reading Should Look Like’
Philadelphia Public School District began a “After a nice, quiet, yet engaged read aloud
major Great Books implementation early in 2010, I asked if there were any questions. A couple
training 80 school-based instructional specialists of questions were about vocabulary words like
and 160 K–8 teachers in the Foundation’s powerful ‘hubbub’ and ‘swished.’ ”
Shared Inquiry method of learning.
Then the most amazing thing happened.
One teacher who had originally been reluctant to
attend the training course was surprised to find out My students, unprompted, asked inquiry ques-
just how substantive the course and the method tions. First came: ‘Why did the people all say
were. The teacher, Mary Beth Hertz, commented “Hi” to the lion, but when the lion said “Hi” they
extensively on her blog, Philly Teacher. all ran away?’ Then: ‘Why does the lion say “so
this is what people must act like when they’re
not at the zoo?” ’

I couldn’t believe how sophisticated these ques-


tions were. These are first and second graders!

All I could think was: ‘So THIS is what


teaching reading should look like!’ ”

­—Philadelphia teacher Mary Beth Hertz,


commenting on her blog, Philly Teacher

Great Books Ordering Information


online: www.greatbooks.org/store Fax: 312-407-0224

phone: 800-222-5870 Mail: The Great Books Foundation


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800-222-5870 27

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