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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.”
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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
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ow-
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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:
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Program of Professional Development
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• Coleading with a Great Books instructor 100 Level
Getting Started: The Core Courses
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• 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!
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Snow-W hite and the Se ven Dwarfs
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“Secret Messages”
Poetry by Robert Louis Stevenson, Barbara Juster Esbensen,
and Emily Dickinson 800-222-5870 77
NEW! Junior Great Books Series 2
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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.
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.
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)
RESPONSIBILITY
Series 2
• A theme introduction page, illustrated
Catalog Cats
Louise Fatio
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
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
• A comprehensive introduction
BR AVERY
The Jade Stone
Chinese folktale as told by Caryn Yacowitz
Series 2
• Story unit guides, step-by-step
instructions, and informal
Friendship
FRIENDSHIP
Responsibility • Annotated student pages
(from The StoriesTheJulian Tells)
• Theme connections activities
Happy Lion
Louise Fatio
RESPONSIBILITY
• A Teacher Resources section Series 2
Basket
A Nigerian folktale as told by Donna L. Washington
CD-ROM
An English folktale as told by Joseph Jacob
SERIES 2
Journ
er
Read al
’s
Supporting Detail
Junior Great Books test for each story and a thoughts about the story you read.
Bravery
Main Idea
Bravery
critical thinking rubric Supporting Detail
Miss Maggie
Junior Great Books® Supporting Detail
Anancy and Dog and Puss and Friendship and students CDROM Series 2
• Blackline masters of
RESPONSIBILITY
Ann Cameron
◆ Assessment
◆ Reflection
Carlos and the Cornfield
FRIENDSHIP RESPONSIBILITY
Online Content
Carlos and the Cornfield 11:20
Anancy and Dog and
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
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NEW! Great Books Roundtable
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classroom use.
Program Materials
GreatBooks
Roundtable GreatBooks
Student Anthologies Roundtable
Roundtable
GreatBooks
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)
(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
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 ).
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
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:
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.
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
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
◆ 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):
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
Differentiating Instruction
25
sample transcripts
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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
How it feels to be
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Perfection Learning Literature & Thought
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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
A House Divided : America’s Civil War From There to Here : The Immigr ant Experience
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JSE-HDSC Student Anthology, softcover $12.95 978-078915152-0 JSE-FHSC Student Anthology, softcover $12.95 978-078915154-4
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Dark Days : America’s Great Depression Times of Change : Vietnam and the 60s
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To view the complete tables of contents Wide Open Spaces : American Frontiers
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RECOMMENDED SUPPLEMENT
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Junior
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Literature series. The guides, together with Great Books professional • C arson MCCullers
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INTRODUCES STUDENTS TO
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
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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
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• A section in each unit provides an extensive menu
American short stories : 1920 to the present
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Social Studies
CITIZENS OF
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Readings in Human Rights
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Expanded
Edition
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ADU-CITX Citizens of the World $29.95 978-1-933147-49-9
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
successful program:
• Dynamic seminars on Shared Inquiry, led by our
Talking Service experienced instructors
• 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
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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
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
• Building Your Answer master that aids students’ Second Series (Grade 11) Third Series (Grade 12)
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
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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
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 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.
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
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
ADU-GC1 Great Conversations 1 $24.95 978-0-945159-34-X
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
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