Great Books K-12 Catalog

K–12 CATALOG
2009/2010
read.think.discuss.grow.
Critical Thinking Walkthrough™

NEW! Great Books Roundtable™
and Connecting Conversations™ for Grades 6–8
See pages 6 and 7 See pages 12 to 15
GreatBooks Programs
Method + Materials = Teacher and Student Success
Great Books programs combine the Shared Inquiry™ method of learning with outstanding
classroom materials to enable students to read, think, and write more effectively. Teachers
learn the Shared Inquiry method in our professional development courses, then use our
Leader’s Editions, student anthologies, and other classroom materials to conduct a
successful Great Books program.
Shared Inquiry transforms the classroom.

As students improve their reading and thinking,
their enthusiasm for learning grows.
When teachers use Shared Inquiry, students learn

how to read closely, ask questions, support their
opinions, and engage with classmates during
discussions of literature from around the world.
Through reading, discussion, writing, and other
classroom activities, students who participate in
Great Books programs improve their:
• Critical thinking
• Reading comprehension
• Writing
• Listening
• Speaking
Research shows that when schools use Great Books,
student attendance improves and test scores rise.
Transform your school—learn about Great Books programs

and the Shared Inquiry method today by calling your
sales representative at 800-222-5870
or visiting us at www.greatbooks.org!
INSIDE
Great Books Program of Professional Development. . . . 4 Great Books and Perfection Learning. . . . . . . . . . . . . . . 16
Critical Thinking Walkthrough. . . . . . . . . . . . . . . . . . . . . . 6 Great Books for Grades 9–12. . . . . . . . . . . . . . . . . . . . . . 18
Connecting Conversations. . . . . . . . . . . . . . . . . . . . . . . . . 7 Great Books for Science. . . . . . . . . . . . . . . . . . . . . . . . . . 19
Great Books Read-Aloud for Grades K–1. . . . . . . . . . . . . 8 Great Books for Social Studies. . . . . . . . . . . . . . . . . . . . . 20
Great Books for Grade 2. . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Readers 2 Leaders Program. . . . . . . . . . . . . . . . . . . . . . . 21
Great Books for Grades 3–5 . . . . . . . . . . . . . . . . . . . . . . 10 More Great Books Anthologies and Resources. . . . . . . 22
NEW! Great Books Roundtable for Grades 6–8. . . . . . . 12
Shared Inquiry™ is a trademark of the Great Books Foundation.

Great Books Success Stories:
Copperfield Elementary School, Austin, Texas
In fall 2006, all the third- through fifth-grade teachers Great Books so much that they consistently include
at Copperfield Elementary School completed our schoolwide Great Books “Discussion Days” in their
introductory professional development course so language arts curriculum. See a video of Copperfield’s
they could begin leading Great Books discussion Discussion Day at www.youtube.com/greatbooksfnd.
in their classrooms. Copperfield’s thorough plan Now entering its fourth year using Great Books,
for implementing Great Books included providing Copperfield has expanded its program to include
classroom sets of materials for all their teachers, second grade. The school also has several bilingual
as well as follow-up professional development. teachers leading discussions as a dual language
In addition, Copperfield planned for regularly activity in English and Spanish. Last spring, Nyssa
scheduled classroom coaching by a Great Books Arcos, a fifth-grade bilingual teacher, received a Great
staff instructor. Books, Great Teacher award from the Foundation.
A neighborhood school with a large Latino Students say they enjoy Great Books because it gives
population, Copperfield has watched as students them the freedom of being able to express themselves
enthusiastically participate in the program and without waiting to be called on. “That’s what I really
improve their test scores. Teachers are enjoying think is good about Junior Great Books, because
“Great Books has definitely met my everybody gets to interact with each other, everybody
expectations . . . and more. We have actually gets to talk to each other without getting in
students excited to really be able to trouble . . . because everybody gets to say what they
show their thoughts and ideas. . . . I tell feel,” said one fifth-grader. “Since you have different
principals that it’s a fantastic program— opinions and they can all be right in their own ways,
it’s really good for teachers, it’s good for you all have to find something from the story and
kids, it’s good for the school.” put all your evidence together to get a conclusion,”
said another student.
—Dr. Sandra Bell, Copperfield
Elementary School, Austin, Texas
“They are using higher

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

at all grade levels, go to www.greatbooks.org/success. 800-222-5870 3
GreatBooks
Program of Professional Development
In Great Books professional development, teachers
learn to use the Shared Inquiry method
so they can:
• Ask powerful questions that engage students and
make discussions productive learning experiences
• Help their students toward higher achievement in
language arts and other disciplines
• Lead Great Books programs in the classroom
• Transfer Shared Inquiry strategies into all
content areas
Begin with the Core Sequence

According to the National Staff
The core sequence is our introductory sequence of
Development Council and the N ational
courses (usually held over two days with ten hours
Education Association, Great Books
of instruction) that prepares teachers to be Shared
professional development increases
Inquiry leaders. In the core sequence, teachers:
student achievement in elementary,
• Discover how and why students learn through
middle, and high school grades.
Shared Inquiry discussion
• See how the Shared Inquiry method helps stu-
Get the Support You Need
dents improve reading comprehension, critical
thinking, and writing skills As you become familiar with Shared Inquiry, our
• Learn how to activate students’ curiosity and on-site consultation days and 200- and 300-level
critical thinking by engaging with a text courses will help you strengthen your skills, develop
• Develop higher-level questioning skills true expertise, and transfer this powerful method
of learning to your students. In addition, our new
• Practice the distinctive role of the leader in
Shared Inquiry discussion website is filled with Shared Inquiry resources for
your curriculum. Check it out!
• Become familiar with the key features of Great
Books materials
• Begin planning Great Books implementation to Great Books
meet specific goals Program of Professional Development
100 Level
Getting Started: The Core Courses
200 Level
Getting Better: Strengthening Shared Inquiry
300 Level
The Great Books Foundation is a professional development affiliate of Going for Great: Developing Expertise
the Partnership for 21st Century Skills, which s upports the integration
of 21st century skills into all aspects of teaching and learning. Go to www.greatbooks.org/descriptions to see details
about all our professional development courses.
4 Order today at www.greatbooks.org.
See for yourself!
Educators and students tell you, in their own words, why Great Books professional development
and the Shared Inquiry method work so well. Go to www.greatteachersgreatresults.org.
Planning Your Professional Professional Development Fees

Development The core sequence costs $295 per person (only $250
To arrange professional development for your staff, with early registration and payment at least 21 days
call us at 800-222-5870, ext. 0, and ask for your before the first day of the course) for individual
state’s sales representative. We will help you create registrants. Significant discounts are available for
a professional development plan that best fits your groups. Consultation days and 200-level and 300-
needs. Teachers who want to complete the Shared level courses are tailored to meet your needs and
Inquiry core sequence can attend any of the hundreds are purchased on a per-day basis. For assistance
of courses held across the country each year. with planning and complete pricing information,
call 800-222-5870, ext. 0, and ask for the sales
T
MOS representative for your state.
OUR LAR
U
POP W-UP
LO
FOL ION
OPT
On-Site Consultations Starting Off Strong
Begin Shared Inquiry in your
We offer a great variey of on-site consultations to classroom for only $39.95!
make your Great Books program the best it can be.
These are some of the most common options that
participants choose:
• Instructor-led demonstrations of Shared Inquiry
• Lesson or curriculum planning to connect
Great Books to other subject areas
• Coleading with a Great Books instructor
• Coaching to take your questioning techniques to
a higher level Apply the strategies you learn in professional development
right away! Everyone who completes the core sequence is
• Strategy and troubleshooting meetings eligible for a discount on a Starting Off Strong set, which
• Presentations to groups of parents or other includes one Leader’s Guide and thirty student books,
teachers for only $39.95 (the regular price is $59.95). Starting Off
Strong is available at three levels: Series 2–3, Series 4–5,
Call your Great Books state sales representative to and Series 6–8.
plan your consultation days! Each level of Starting Off Strong includes four short
selections and an accompanying Leader’s Guide. Easy-to-
follow mini-lessons introduce the elements of the Shared
continuing e ducation cre dit
Inquiry method of learning to your class and ensure that
teachers use the skills they learned in training.
Earn continuing education credit from our university
partners when you complete our professional
C O D E I T E M D isco u nt r eg u l a r
development courses.
SOS-B23 Starting Off Strong Series 2–3 $39.95 $59.95
Visit www.greatbooks.org/collegecredit/ SOS-B45 Starting Off Strong Series 4–5 $39.95 $59.95
for more information. SOS-B68 Starting Off Strong Series 6–8 $39.95 $59.95
Go to www.greatbooks.org/courses/ or call your Great Books sales representative

to find out about upcoming courses. 800-222-5870 5
NEW! from GreatBooks!
Critical Thinking Walkthrough

from the Great Books Foundation, powered by Teachscape®
The Great Books Foundation

is pleased to announce the creation of
the Great Books Critical Thinking Walk-
through, powered by Teachscape
Classroom Walkthrough 3.0
(CWT 3.0) technology.
Critical Thinking Walkthrough (CTW) is a needs assessment tool that provides quantitative data—data that
leads to professional development solutions for districts and schools. School leaders and teachers work together as
a professional learning community, analyzing and using the collected data to implement p rofessional development
that meets the goals of the school or district.
CTW Features
• Look-fors on critical thinking strategies that • Both an introductory institute and materials that
support literacy and learning in every subject prepare instructional leaders to plan and initiate
in grades K–12 walkthroughs and to analyze collected data
in collaboration with teachers to design on-site
• CWT 3.0 observation software, loaded on a professional development
wireless handheld device for easy use and
direct transmission, allowing for clear,
ready-to-use reports
Pricing
The complete implementation for up to 25 participants (in up to 10 buildings) is $23,000. Renewal of
the CWT 3.0 license for each subsequent year is $800 per building. For more details, contact the sales
representative for your state at 800-222-5870 or visit www.greatbooks.org/ctw.
Sample screen from Great Books Critical Thinking Walkthrough

Connecting Conversations
from the Great Books Foundation
and Connections Academy®
The Great Books Foundation and
Connections Academy offer, for the first time,
the outstanding Great Books programs online:
Connecting Conversations.
The Great Books Foundation’s program is used extensively because it

provides students with the depth of comprehension and critical thinking
they need and enjoy. Connections Academy provides the technological
expertise, the online forum, and Great Books–trained teachers. Together,
the two programs deliver a complete, high-quality package of c hallenging
literature and online discussion with peers.
Features
• Flexible platform—for use in classroom, after-school, summer,
and homeschool settings
• Shared Inquiry discussion—based on the Shared Inquiry
method of learning
• Great Books anthologies—high-quality literature specially selected
to support rigorous discussion
• Certified teachers—state certified and trained in the Shared Inquiry method
• Connections Academy online discussion environment—a computer platform
that links students across the United States
Pricing and Program Requirements Connecting Conversations

The program costs $250 per student for either an Program Benefits
11-week course (meets twice a week) or a 22-week • Provides outstanding literature proven to be
course (meets once a week). Customized packages are interesting and appropriate for all students
available for districts or schools with a group of 10 or
• Gives students the opportunity to read and
more participating students. To find out more about
discuss in-depth and to work with peers
implementing Connecting Conversations in your
• Saves on staff professional development ex-
district or school, contact the sales representative for
pense and paid staff time
your state or visit www.greatbooks.org/connecting.
• Provides an outstanding program to students
without having to organize a “critical mass” of
students on-site
800-222-5870 77
GreatBooks Read-Aloud for Grades K-1
Sailing Ship Series (grades K–1) Sun Series (grade 1)

Volume 1 Volume 1
The Shoemak er and the Elv es The Bl ack Hen ’s Egg
Brothers Grimm as told by Wanda Gág French folktale as told by
The Frog Went A-Tr av eling Natalie Savage Carlson
Russian folktale as told by Vsevolod Garshin The Mouse and the Wiz ard
“Night into Dawn ” Hindu fable as told by Lucia Turnbull
Poetry by Robert Hillyer and John Ciardi, “Imagination ”
and a Mescalero Apache song Poetry by Leslie Norris, Mark Van Doren, and
Robert Louis Stevenson
Volume 2
The Tale of T wo Bad Mice Volume 2
Beatrix Potter Rumpelstiltsk in
Bouk i Cuts Wood Brothers Grimm, translated by Ralph Manheim
Haitian folktale as told by Harold Courlander Ee yore Has a Birthday and Gets
T wo Presents
“Fantasy ”
A. A. Milne
Poetry by Sylvia Plath, Edward Lear, and Lewis Carroll
“ W hen I Grow Up ”
Volume 3
Poetry by Rabindranath Tagore and X. J. Kennedy, and a Chippewa song
Lion at School
Volume 3
Philippa Pearce
The K ing of the Frogs
Coyote Rides the Sun
African folktale as told by Humphrey Harman
Native American folktale as told by Jane Louise Curry
Snow-W hite and the Se v en Dwarfs
“Se asons”
Brothers Grimm, translated by Randall Jarrell
Poetry by Nikki Giovanni, Robert Louis Stevenson, and Langston Hughes
“Mysterious Animals”
Poetry by T. S. Eliot, Jenifer Kelly, and Robert Graves
c o d e i t e m pr i c e i sb n
JRA-SAI Student Anthology $15.95 0-945159-43-9
JTE-SAI Teacher’s Edition $24.95 0-945159-74-9 c o d e I T EM P R ICE i sb n
JSM-ASAI Audiotapes $50.95 0-945159-47-1 JRA-SUN Student Anthology $15.95 0-945159-40-4
JTE-SUN Teacher’s Edition $24.95 0-945159-95-1
JSM-ASUN Audiotapes $50.95 0-945159-44-7
Dr agon Series (grades K–1) Pegasus Series (grade 1)

Volume 1 Volume 1
The Frog Prince Chestnut Pudding
Brothers Grimm as told by Wanda Gág Iroquois folktale as told by John Bierhorst
Guine a Fowl and R abbit Get Justice The Pied Piper
African folktale as told by Harold Courlander English folktale as told by Joseph Jacobs
and George Herzog “Fanciful Animals”
“Nature Spe ak s” Poetry by Edward Lear and A. A. Milne
Poetry by Carl Sandburg, James Reeves,
Volume 2
and Federico García Lorca
The Mer maid W ho Lost Her Comb
Volume 2 Scottish folktale as told by Winifred Finlay
Fer a j and the Magic Lute Hansel and Gretel
Arabian folktale as told by Jean Russell Larson Brothers Grimm, translated by Randall Jarrell
The Tale of Johnny Town-Mouse “Special Pl aces”
Beatrix Potter Poetry by Gwendolyn Brooks and Robert Frost, and a Navajo poem
“Companions”
Volume 3
Poetry by A. A. Milne, Gwendolyn Brooks,
and Robert Louis Stevenson Mother of the Waters
Haitian folktale as told by Diane Wolkstein
Volume 3
Zl ateh the Goat
Bu ya Marries the Tortoise Isaac Bashevis Singer
African folktale as told by W. F. P. Burton
“Secret Messages”
The Huck abuck Family and How The y R aised Pop Corn in Poetry by Robert Louis Stevenson, Barbara Juster Esbensen,
Nebr ask a and Quit and C ame Back
and Emily Dickinson
Carl Sandburg
“Magic al Pl aces”
Poetry by Byrd Baylor, William Shakespeare, and Martin Brennan CO D E I T EM P R ICE i sb n
JRA-PEG Student Anthology $15.95 0-945159-41-2
JTE-PEG Teacher’s Edition $24.95 0-945159-96-X
c o d e i t e m pr i c e i sb n JSM-APEG Audiotapes $50.95 0-945159-45-5
JRA-DRA Student Anthology $15.95 0-945159-42-0
JTE-DRA Teacher’s Edition $24.95 0-945159-73-0
JSM-ADRA Audiotapes $50.95 0-945159-46-3

GreatBooks for Grade 2
Series 2, First Semester

The Happy Lion
Louise Fatio
The Tale of Squirrel Nutk in
Beatrix Potter Program Materials
How the C amel Got His Hump
Rudyard Kipling
Read Aloud (K–1) and Series 2
K anga and Baby Roo Come to
the Forest, and Piglet Has a Bath Each Read-Aloud (K–1) series has nine units,
(from Winnie-the-Pooh) A. A. Milne including folktales, poetry, and fiction. Two
Ar ap Sang and the Cr anes
African folktale as told by Humphrey Harman
semesters of materials are available for Series 2,
Blue Moose
which includes folktales, children’s stories, and
Daniel Manus Pinkwater classic and modern fiction.
Ananc y and Dog and Puss and Friendship
West Indian folktale as told by James Berry Teacher’s Editions
Jack and the Be anstalk • Complete student
English folktale as told by Joseph Jacobs
readings
The Magic Listening C ap
Japanese folktale as told by Yoshiko Uchida • Lesson plans and
The Jack al and the Partridge
activities
Punjabi folktale as told by Flora Annie Steel • Copies of all student
Nail Soup activities
Swedish folktale as told by Linda Rahm
The Apple of Contentment Student Anthologies
Howard Pyle
• Read-Aloud: Four series, each
packaged as three softcover
CO D E I T EM P R ICE i sb n
JSE-21 Student Anthology $15.95 1-880323-00-1
volumes. Each volume includes
JAB-21 Student Activity Pages $50.95 reading selections, activity
JTE-21 Teacher’s Edition $24.95 1-880323-25-7 pages, and space for students’
JSM-A21 Audiotapes $50.95 1-880323-38-9
illustrations and writing.
• Series 2: Twelve outstanding
reading selections for each semester
Series 2, Second Semester
The Red Balloon Activity Pages (Series 2)
Albert Lamorisse
• Ready-to-use pages for each
The Other Side of the Hill
interpretive activity (30 copies
Elizabeth Coatsworth
The Emperor ’s Ne w Clothes
each of 12 different activity pages)
Hans Christian Andersen
Audiotapes
How the Elephant Bec ame
Ted Hughes • Professionally recorded
Anansi ’s Fishing Expedition versions of each selection
West African folktale as told by
Harold Courlander and George Herzog
Activities include:
The Velveteen R abbit
Margery Williams Read-Aloud (K–1)
The Terrible Le ak • Asking original questions
Japanese folktale as told by Yoshiko Uchida
• Listening to others
The Singing Tortoise
West African folktale as told by Harold Courlander and George Herzog
• Forming opinions
Three Boys with Jugs of Mol asses and Secret Ambitions
• Drawing and acting out story events
Carl Sandburg • Group creative writing
Cinderell a • Reading and responding to questions at home
Charles Perrault
The Mouse ’s Bride Series 2
Indian folktale as told by Lucia Turnbull • Reading texts closely
How Coyote Stole the Sun
Native American folktale as told by Jane Louise Curry
• Shared Inquiry discussion
• Sharing and answering questions
• Noting significant passages
JSE-22 Student Anthology $15.95 1-880323-01-X • Supporting ideas with evidence from the text
JAB-22 Student Activity Pages $50.95 • Story-based vocabulary development
JTE-22 Teacher’s Edition $24.95 1-880323-26-5
JSM-A22 Audiotapes $50.95 1-880323-39-7
• Varied writing activities
800-222-5870 9
GreatBooks for Grades 3–5
Series 3, Book One

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

Georgian folktale as told by George
for Grades 3–5 and Helen Papashvily
The Fisher man and His Wife
Leader’s Editions Brothers Grimm
• Offer detailed support for a full Ook a and the Honest Thief
Japanese folktale as told by I. G. Edmonds
complement of activities
It ’s All the Fault of Adam
• Include the full text of the Nigerian folktale as told by Barbara Walker
student anthology The Monster W ho Gre w Small
• Contain definitions for selected Joan Grant
vocabulary The Selk ie Girl
Scottish folktale as told by Susan Cooper
• Suggest how to prepare for
The Mushroom Man
Shared Inquiry discussion Ethel Pochocki
• Provide assessment tools The Princess and the Beggar
• Present a progressive program of Korean folktale as told by Anne Sibley O’Brien
learning The Fire on the Mountain
Ethiopian folktale as told by Harold Courlander and Wolf Leslau
Student Anthologies
• Contain ten stories per volume, each C o d e It e m P r i c e i sb n
NSE-31 Student Anthology $16.95 1-933147-02-4
supporting multiple interpretations
NRJ-31 Reader’s Journal $10.95 1-933147-26-1
• Feature rich language and global range NLE-31 Leader’s Edition $49.95 1-933147-18-0
• Capture students’ attention NCD-31 Audio CD $55.95 1-933147-10-5
Reader’s Journals
• Give students a convenient and
enjoyable way to collect their ideas
• Provide students a place to respond to
stories in writing or by drawing
• Help students practice specific reading Series 3, Book Two
comprehension skills The Dre am We av er
Concha Castroviejo
• Aid participation in discussion Je an L abadie ’s Big Bl ack Dog
• Include a glossary for the stories French-Canadian folktale as told by
Natalie Savage Carlson
Audio CDs C aporushes
• Provide professionally recorded audio versions English folktale as told by Flora Annie Steel
of each selection The Upside-Down Boy
Juan Felipe Herrera
• Give students additional opportunities to listen The Green Man
to each story as it is read aloud Gail E. Haley
• Help less-proficient readers increase their The Ugly Duck ling
comprehension of each story Hans Christian Andersen
W hite Wave
Activities include: Chinese folktale as told by Diane Wolkstein
• Preparation for reading The Mouse wife
Rumer Godden
• Practice with reading comprehension strategies
How the Tortoise Bec ame
• Multiple readings of the story Ted Hughes
• Structured opportunities to ask and answer questions T wo Wise Children
• Directed note taking related to ideas in the story Robert Graves
• Shared Inquiry discussion
• Meaningful, story-based vocabulary development C o d e It e m P r i c e i sb n
NSE-32 Student Anthology $16.95 1-933147-03-2
• A progression of writing options NRJ-32 Reader’s Journal $10.95 1-933147-27-X
• A Curriculum Connections section NLE-32 Leader’s Edition $49.95 1-933147-19-9
NCD-32 Audio CD $55.95 1-933147-11-3

Series 4, Book One Series 5, Book One
Thank You, M ’am The No - Guitar Blues
Langston Hughes Gary Soto
The Gold Coin K addo’s Wall
Alma Flor Ada West African folktale as told by
Tuesday of the Other June Harold Courlander and George Herzog
Norma Fox Mazer Turquoise Horse
Prot and Krot Gerald Hausman
Polish folktale as told by Agnes Szudek A Game of C atch
Chin Y u Min and the Ginger C at Richard Wilbur
Jennifer Armstrong Oliv er Hy de ’s Dishcloth Concert
The Nightingale Richard Kennedy
Hans Christian Andersen The Hundred -Doll ar Bill
Fresh Rose Wilder Lane
Philippa Pearce The In v isible Child
Thunder , Elephant, and Dorobo Tove Jansson
African folktale as told by Humphrey Harman In the Time of the Drums
All Summer in a Day Gullah folktale as told by Kim L. Siegelson
Ray Bradbury Le arning the Game
Be aut y and the Be ast Francisco Jiménez
Madame de Villeneuve The Bat-Poet
Randall Jarrell
C o d e It e m P r i c e i sb n
NSE-41 Student Anthology $16.95 1-933147-04-0 C o d e It e m P r i c e i sb n
NRJ-41 Reader’s Journal $10.95 1-933147-28-8 NSE-51 Student Anthology $16.95 1-933014-06-7
NLE-41 Leader’s Edition $49.95 1-933147-20-2 NRJ-51 Reader’s Journal $10.95 1-933147-30-x
NCD-41 Audio CD $55.95 1-933147-12-1 NLE-51 Leader’s Edition $49.95 1-933147-22-9
NCD-51 Audio CD $55.95 1-933147-14-8
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 W ho Lov ed Silence Gary Soto
Tove Jansson Ghost C at
The Enchanted Stick s Donna Hill
Steven J. Myers Luck y Boy
The Elephant ’s Child Philippa Pearce
Rudyard Kipling Maurice ’s Room
Mr . Singer ’s Nick names Paula Fox
James Krüss The Prince and the Goose Girl
The Little Humpback ed Horse Elinor Mordaunt
Russian folktale as told by Post Wheeler The Ber muda Triangle
Ali Baba and the Fort y Thie v es Tim Wynne-Jones
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 1-933147-07-5
NSE-42 Student Anthology $16.95 1-933147-05-9 NRJ-52 Reader’s Journal $10.95 1-933147-31-8
NRJ-42 Reader’s Journal $10.95 1-933147-29-6 NLE-52 Leader’s Edition $49.95 1-933147-23-7
NLE-42 Leader’s Edition $49.95 1-933147-21-0 NCD-52 Audio CD $55.95 1-933147-15-6
NCD-42 Audio CD $55.95 1-933147-13-x
800-222-5870 11
NEW! GreatBooks Roundtable™
The Great Books Roundtable

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

• High-quality literature • 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 challeng-
• Teacher-centered to student-centered ing 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

for Grades 6–8
Roundtable Classroom 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
• Prompts and questions for prediscussion, Tables of contents
discussion, and postdiscussion activities
for all three levels and
ordering information on
Audio CDs
• Professionally recorded audio versions of the next two pages
each literary selection so students can listen
to texts read aloud fluently and with expression
Activity Instruction Cards Stage 2 Stage 2
Flexible, durable, two- and four-sided activity

Question Testing Chart Sharing Questions (30–40 minutes)
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
cards, organized by stage and activity, include:

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
Record another possible answer to the question
(if you can come up with one) and a piece of Reasonable answers based on evaluative Activity i nstructions
• Activity summaries
supporting evidence, including its source. personal opinion or experience
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.
Answer #1: Answer #2: 3. Help students identify any vocabulary questions on the class list and mark them for
• Student learning objectives

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
been addressed. Circulate to help students as they generate answers and evidence for
Source: Source:
• Step-by-step instructions
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.
• Support and challenge activities to provide

Evidence: Evidence:
Source: Source:
Type of question?  Factual  Background  Speculative  Evaluative  Interpretive
differentiated instruction suggestions Great Books Roundtable • Level 2 Great Books Roundtable • Level 2
CD-ROM
• Expository writing activities Poetic ResPonse
Harlem [2] Langston Hughes
Stage 2
Question Testing Chart
Stage 2
Sharing Questions (30–40 minutes)
• Evidence Organizer and other handouts to

(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 One reasonable answer that comes
on the prominent of a specified poem
help students work through the writing process

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
meaning. Record another possible answer to the question
Name: Date: (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
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
theguidelines
1. Read your partner’s draft essay and fill out the Peer Review Checklist, using these class. supported by evidence from the text done so). Invite students to add new questions they thought of.
• Creative response and cross-curricular activities

and
the sample checklist to help you. Return the checklist to your partner. 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 between two things using 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 theinchecklist
of similes “Harlem your
[2],” explaining Question:
partner 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
• Assessment tools
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:
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. Question:
Try to understand your partner’s argument, even if you have a different opinion. Your job as questions to make them interpretive (see the second Leaders Ask box on side 2 of this
• Reflection handouts
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
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:
When you receive your partner’s comments:

Think carefully about your partner’s notes and be open to making changes.
Write down any revision ideas that occur to you, so you can build them into the next version
of your essay.
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
Road Map
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
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):
In-depth guide to customize the program

Great Books Roundtable • Level 2 CD-ROM 18 continued
and meet instructional objectives, including:

• Integration chart that outlines how
activities can be grouped Differentiating First
After doing a few
Reading
Great Books Roundtable
some of his students units, Mr. Fisher has (After reading to “. . . the
• Scheduling and pacing options

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
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
bout the story. page 32. I wonder why to the second paragraph on
• Tools to integrate reading selections

MR. FisheR ✓ = You agree with somet a year.
the doctors kept Renate
for over
hing.
✗ = You disagree with som Mr. Fisher: Did anyone
ething. mark a place where they
disagreed with something? agreed or
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
into the curriculum

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
“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
• Differentiation options, including

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.)
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.
sample transcripts
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
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
24 Great Books Roundtable student explains a mark
Road Map • Level 2 of agreement or disagreement.)
Mr. Fisher: All right,
let’s read on.
Differentiating Instruction
25
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Grades 9–12
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
Great Great
Program Materials 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
for Grades 9–12
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
Of Civil Government John Locke Crito Plato
In Exile Anton Chekhov On Liberty John Stuart Mill
Leader’s Guides
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
Why Americans Are Often So Restless Alexis de Tocqueville Antigone Sophocles
• Packaged with student anthology

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
• Suggested schedule of activities TheGreatBooksFoundation

A nonprofit educational organization
2
TheGreatBooksFoundation
3
• Interpretive activities to engage students throughout
the reading process S E C O N D S E R I E S T H I R D S E R I E S
• Recommended approaches for working with Second Series (Grade 11) Third Series (Grade 12)
fiction and nonfiction Politics Aristotle On Happiness Aristotle
• Questions for Shared Inquiry discussion Of Commonwe alth Habits and Will John Dewey
• Building Your Answer master that aids students’ Thomas Hobbes
Happiness Mary Lavin
responses to Shared Inquiry questions Barn Burning
William Faulkner Crito Plato
Student Anthologies Of Civ il Gov ernment On Libert y John Stuart Mill
• Twelve outstanding reading selections in each series John Locke Conscience Immanuel Kant
• Questions for Shared Inquiry discussion In Exile Anton Chekhov A Hunger Artist Franz Kafka
• Author biographies The Decl ar ation of Of the Limits of
• Short essays about literature and the process of Independence Gov ernment John Locke
interpretive reading Equalit y Isaiah Berlin Antigone Sophocles
Sorrow-Acre Isak Dinesen W hy Gre at Re volutions
Series 9 Junior Great Books
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 N T O
Will Become R are
Junior Great Books
S e r i e S
Great W hy Americ ans Are Of ten
So Restless Alexis de Tocqueville
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
T O
The Melian Dialogue Thucydides

The Social Me William James
Af ter the Ball Leo Tolstoy Virginia Woolf

Great Books
Rothschild’s Fiddle Anton Chekhov

Concerning the Division of Labor Adam Smith
Chelkash Maxim Gorky
In Dre ams Begin

How an Aristocracy May Be Created
Habit William James

by Industry Alexis de Tocqueville
Observation and Experiment Claude Bernard
Responsibilities
Everything That Rises Must Converge Flannery O’Connor
An Essay in Aesthetics Roger Fry
An Outpost of Progress Joseph Conrad
The Ov ercoat Nikolai Gogol Delmore Schwartz

On Studying José Ortega y Gasset
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Truman Capote
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At the Pitt-Riv ers Rothschild’s Fiddle
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Ne w Afric an (from Sarah
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Andrea Lee of L abor Adam Smith
Chelk ash Maxim Gorky

Sponono Alan Paton
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Douglas Dunn Cre ated by Industry Beginning with Walt Whitman and
A Bird in the House Alexis de Tocqueville
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An Outpost of Progress
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Science
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 univ erse 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 Concept 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 univ erse 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 ersit 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
†
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Dimensions of Defor mit y Gordon L. Miller
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Social Studies
Citizens of the World The Will of the People

Readings in Human Rights Readings in American Democracy
This anthology contains 34 classic and contemporary This anthology brings together many of the most important
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revolutionary concept. Highlights include: school students read these primary source documents.
How to K eep a Sl ave Cato the Elder Decl ar ation of Independence

Letter xlvii Seneca the Younger The Feder alist No. 10 James Madison
Magna C arta The Feder alist No. 51 James Madison
Second Tre atise of Gov ernment * John Locke The Feder alist No. 78 Alexander Hamilton
The Social Contr ac t * Jean-Jacques Rousseau Constitution of the United States of Americ a
Decl ar ation of Independence Fare well Address George Washington
Decl ar ation of the Rights of Man and of the Citizen Decl ar ation of Sentiments and Resolutions,
Emancipation Procl amation Abraham Lincoln Senec a Falls Convention
thE United states of americ a v. susan b. anthony* Emancipation Procl amation Abraham Lincoln
Independence v. SWAR A J Mahatma Gandhi Gett ysburg Address Abraham Lincoln
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Univ ersal Decl ar ation of Human Rights
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Harlem [ 2 ] Langston Hughes
Let Americ a Be Americ a Again Langston Hughes
Surv ival in Auschwit z* Primo Levi
Letter from Bir mingham Jail Martin Luther King Jr.
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Readers 2 Leaders enables high school and college students
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Books discussions. It’s an
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The Civically Engaged Reader the older students to develop
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A Diverse Collection of Short
own reading skills, and
Provocative Readings on Civic Activity explore careers in teaching
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poetry, and fiction by:
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• Toni Cade Bambara • Ursula K. Le Guin • Teaching—Choosing readings and activities, planning
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Ideal for teacher discussion groups and for high school classes
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“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?”
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Great Books moderator, Osher LIfelong Learning Institute Chaucer University of South Florida Plato
University of South Florida
Hume Plutarch
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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
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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
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questions of perennial importance to people the world over. they were written—address questions of perennial concern.
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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
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Great Conversations Great Conversations Great Conversations Great Conversations

1 2 3 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 ters in Se arch Where i liv ed, and w hat
Ralph Waldo Emerson THE GR AND INQUISITOR*
of an Author I lived for* Henry David Thoreau
Fyodor Dostoevsky
OUT OF THE CR ADLE 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 ma jor barbar a
Henri Poincaré BARTLEBY THE SCRIVENER :
Jorge Luis Borges George Bernard Shaw
A STORY OF WALL STREET
THE SECRET SHARER Joseph Conrad
Herman Melville Introduc tion to the darling
THE THEORY OF THE The Second Sex Anton Chekhov
THE pl anning and
LEISURE CL ASS* Simone de Beauvoir
democr ac y* Friedrich Hayek Selec ted poems Lisel Mueller
Thorstein Veblen
An Interest in Life Grace Paley
GUESTS OF THE NATION the smallest woman in
TELL ME A RIDDLE Tillie Olsen
Frank O’Connor Selec ted Poems the world Clarice Lispector
BOYS AND GIRLS Alice Munro Wislawa Szymborska
W HICH NE W ER A WOULD THAT BE ? L ava c ameo Eavan Boland
* Selection taken from a longer work. Nadine Gordimer Interpreter of
the things the y c arried
Mal adies Jhumpa Lahiri
W HAT WE TALK ABOUT W HEN WE Tim O’Brien
TALK ABOUT LOVE Raymond Carver
* Selection taken from a longer work.
* Selection taken from a longer work.
NEW! Great Conversations All books in the Great Conversations

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Great Conversations 5
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Hell screen
Visit www.greatbooks.org/bookgroups to
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Great Books Success Stories:
Minneapolis Public Schools
After piloting Great Books in 20 diverse middle and gation as our foundations of English education and
high schools this past year, the Minneapolis Public high-quality student learning,” added Ellen Debe, the
Schools system implemented Great Books districtwide district lead for secondary English language arts.
and across the curriculum in grades 6–12.
In the fall of 2008, 160 classroom teachers completed
Minneapolis administrators believe Great Books is the the core sequence of Great Books Shared Inquiry
best fit for the district’s curriculum reform goals. “The professional development. Since then, they have at-
Great Books texts and Shared Inquiry method offer tended expanded professional development workshops.
both rich texts and discussion that support generative In addition, more than 150 special education teach-
and critical thinking,” said Tracey Pyscher, secondary ers completed Great Books professional development
literacy and language arts district lead for Minneapolis in March 2009 and began using the program in their
Public Schools. “We recognize the fluidity of reading, classrooms.
writing, discussion (discourse), inquiry, and investi-
“Great Books is working just as well as

we’d hoped,” Pyscher said as the 2009–2010
school year began. “Students are participating
with great enthusiasm. They’re thinking deeply
about what they read and showing it
in classroom discussions.”
Tracey Pyscher, Minneapolis Public Schools
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Critical Thinking Walkthrough™

Shared Inquiry transforms the classroom.

When teachers use Shared Inquiry, students learn

Transform your school—learn about Great Books programs

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“They are using higher

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Activity Instruction Cards Stage 2 Stage 2

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Revision Checklist for Writer

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

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