Books You Think Should be Required Reading In High School

topic posted Fri, October 19, 2007 - 2:09 PM by  offlineLinsey
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Just the term "required reading" makes my teeth grind, but I'm going to be a High School English teacher soon, and I'm interested in finding out what people who love reading think everyone should read. I know it's a lot more complicated than just picking a book, but i can't assign anyone to read The Scarlet Letter, or Last of the Mohicans (my least favorite required books ever). I think we're teaching young adults to hate reading, and I want to make at least a little bit of a difference. So what are your ideas?
posted by:
Linsey
Oregon
  • One of my favorite books that I read twice in high school(changed schools) was "A Separate Peace". I am not sure why but I loved it both times I read it. I don't remember it being a very long book so it shouldn't be too painful for "required reading". Another suggstion is to have the students put in opinions on which books they would like to read. Make it clear that it is to their best interests to do so or you get to pick anything. It could be a voting system or you could pick book(s) from the most popular genres of the students, not even necessarily ones they have specifically requested. Good luck!
  • I think we start teaching them to hate reading before they hit high school...

    Characters they can relate to. This doesn't have to be a mirror like those cheezy abc afterschool specials type books. I think that To Kill a Mockingbird is one thing the high schools got right. It's got kid characters, treats serious issues in a believable way, and has a great setting. Is it possible for them to pick every third or fourth off a list maybe? I don't like short stories, they go by too fast, but maybe that's a way kids who aren't ready for a full novel can go.
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    I Think the Novel "Billy" by Albert French would be an excellent choice. Perhaps a spot more realistic than To Kill a Mockingbird.
    While I cannot deny that To Kill a Mockingbird is a brilliant book, and an old favorite, Billy, I think paints a more realistic picture of how things more often than not shake down in the States these days.
    Billy is beautiful writing, disturbingly raw and honest. I suspect it will trigger very moving tough and important conversations in a classroom.
    Here is the book's description I cut and pasted from the web:

    This debut novel chronicles the life of ten-year-old Billy Lee, who is executed for murdering a white girl in the town of Banes, Mississippi, in 1937. The story is related objectively in a regional dialect by a narrator who takes us into our country's recent past to witness the appalling effects of racism. This masterful style portrays a brutal and, at times, pitiful small town caught in the grip of segregation. French's stirring focus on details affords an empathic perception of events and characters, especially of Sheriff Tom and Billy's mother, Cinder. The short scene when Billy is captured is a skillful example of French's fine detail and dazzling style. The harrowing prison scenes, the absurd complications experienced by the guards when they strap Billy's small body into the high-backed electric chair, and the riveting description of the execution will leave readers numb. Highly recommended for all libraries.
    • Dialect could be a turn off. I don't much like Huck Finn to begin with, but the dialect really makes it a struggle. Shakespear too.
      • All manner of dystopias.

        Brave New World, Handmaid's Tale, Fahrenheit 451, even Anthem.

        If we teach kids to read Shakespeare early enough, the prose and pentameter wouldn't be such a problem.
        • Put Animal Farm on that dystopia list!

          I think the more thought-provoking but fast a read, the better. Fall in love with stories, and you'll fall in love with reading.

          My husband was just saying that everyone should read Maus in their teens. I'd think it would be terrific fodder for classroom discussion.

          Most of my ideas are life skills type things, not for English class. (How to Talk So Kids Will Listen and Listen So Kids Will Talk would be number one-it's good stuff to ponder well before parenthood, but has lessons in communication that would be valuable for any relationship)

          Though now that I think of it, I took a bunch of lit classes in college: one which focused on black women writers, and another exclusively on Wright, Baldwin, and Himes. Reading Native Son (again) and Ann Petry's The Street for separate classes at the same time made me foam at the mouth- when we talk about the Harlem Renaissance, women are all but invisible. These two books are so similar, except that they're told from different gender perspectives. I thought it would be cool to read Wright and then Petry and discuss. It was bizarre to me that even in the 90's men and women of literature were kept in their gender slots. I wrote a paper on gender issues in the W/B/H class and got a lot of criticism from the teacher (a black man). He told me that black men don't have power, period, so they can't exert any over black women. I was completely baffled by this, but was too intimidated to discuss it any further.

          I read Siddhartha for a class in high school and appreciated it, though I don't remember anything about it now. Also On the Road and As I Lay Dying.
          Books I read on my own and enjoyed: Barbara Kingsolver's series about adopting a daughter, Michael Dorris' Yellow Raft in Blue Water, Be Here Now by Ram Dass, Cold Sassy Tree by Olive Ann Burns...

          The worst book I remember having to read for school: Tess of the D'urbervilles. Ugh.

          Escape from Childhood by John Holt, or Dumbing Us Down by John Taylor Gatto,
          would both be compelling reads, but likely wouldn't be popular among your peers & superiors.
          • may be it will hearten you to learn that as I took the first half of the two part twentieth century literature class I took two terms ago the only novel we read from the Harlem renaissance was Passing, by Nella Larsen (we read numerous poems and short stories as well, a good mixture of male and female authors).

            I worry specifically about teaching Falkner (I loved As I Lay Dying when it was required reading to) because I think stream of conscience narrative might be a little obtuse for a teen who only reads what they're forced to.
      • When I was in High school, my Freshman English teacher had us read Shakespeare(and Cyrano, for that matter, and Beowulf) out loud. I will grant you that this was an honors class, and so the reading level was slightly higher; if you can foster a level of trust so that those who read more slowly are respected by the other students, then this is a fantastic way to help them realize what they are reading- to "translate" it to our current speech patterns.

        Shakespearean references are everywhere in our culture. If students aren't reading shakespeare, they won't get them. Same goes for the Greeks and Romans. In order to enjoy reading, a foundation must be laid, and based upon certain universal western concepts. I'm not a christian myself, but basic biblical references are a MUST for so much of our literature. If they struggle with the dialect, then have them read it aloud, or get ahold of the BBC audio that was put out for the entire Shakespeare canon.
  • You didn't say which year. Across the three:

    One each Shakespeare comedy, romance and tragedy. One Dickens, some
    Mark Twain (not necessarily Huck Finn, maybe "The Mysterious Stranger"
    or some short stories), some Austen, some Hemingway, some Steinbeck,
    "Catcher in the Rye", "Brave New World", "Fahrenheit 451", "1984", maybe a Murakami
    book or "100 Years of Solitude", perhaps one Dostoyesky and one Balzac.

    And while we're at it: some Bach, at least a couple of Beethoven symphonies,
    "Don Giovanni", "Le Sacre du Printemps". (Unfortunately, nobody cares if our
    musical literacy is at the level of a diet of junk food.)
  • Siddhartha, Herman Hesse
    • Funny, I liked that one in high school and couldn't stand it when I reread it recently :)

      Alas, Babylon -- one family's survival in a post-nuclear world (but pre-cell phone)

      My biggest problem with "required reading" in high school was the insistence that we read "chapters thus and such" and then stop and discuss. If I read ahead, I'd usually get yelled at. But, if you get into a book, you don't necessarily want to stop at the end of the chapter just because you're supposed to.
      • You asked the wrong guy here...

        Hated Dickens... Hated Twain... Hated almost every major "Classic" writer...

        Read the Lord of the Rings and was hooked in 5th grade... Then I went onto read all of the "Choose your own adventure" series, and moved into reading a book a day for years. Owned my own Book store for 6 years, worked in the second largest used book store in the Northwest for 1 1/2 years... Eat up Sociology, History, Cultural Studies, Etymology, Natural History, Ecology, books and more...

        But I still loath classics...

        Exceptions.... H.G. Wells (Not a hardcore classic)
        Kafka (Love the short stories)
        Edgar Allen Poe (Once again love the short stories...)

        I do love the dystopia, or post-nuclear books...

        I think that we should maybe have required reading lists... but give the students a wide choice, and don't "make" them read every book, let them chose... Books are very subjective...
        • I'm glad someone else hated dickens. I was afraid to say anything, because a lot of my comments in this trive are negative. I'll give Twain Puddin' Head Wilson. dickens gets Tale of Two Cities. I've read and enjoyed classics, but now I'm solidly in Science Fiction and Fantasy, when well written. And modern novels sound excruciating.
        • He he he, this sounds familiar :) I read LOTR when I was similar age, and read it and rereading it several times until I almost knew it by heart :)
          And didn't like most of required literature reading either :) H.G.Wells wasn't on our reading list unfortunately or anything so interesting :( I don't even remember most of the books there, except that they were boring - that tells you something, isn't it?

          BTW, if you didn't yet, try "Parable of the Sower" from Octavia Butler, it's great after-collapse of US kind of book ... not nuclear, just falling apart of the whole society kind of thing, and main character trying to survive and spread religion that steer people to the stars ... I loved it.
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    The Bard can be a bit much for some HS students, so maybe try the sonnets instead of the plays - I think there needs to be more poetry in schools anyway...

    PB Shelley, Woodsworth, Byron - all great poets.

    As for books, anything but Catcher in the Rye - I couldn't stand that book.
    • I don't know (whether "the Bard can be a bit much"). I think it would be fun to take some updated
      reading of a play like "Othello" or "Twelfth Night" that has been made into a decent movie
      and talk about how it was done and why it even COULD be done.

      As was pointed out elsewhere, I think it depends on the student. I believe there were times in
      high school when my kids were reading books different than other kids in their classes from
      some kind of short list or something. This is much more realistic and civilized than the "everyone
      read this or else!" attitude my teachers had.

      I think the important thing is for them to learn to enjoy reading, and Rowling, for better or for
      worse, has given high school reading teachers a head start on this front that my teachers in the
      early seventies didn't have. Some will enjoy sci-fi, some historically based fiction, some classic
      "literature", some even Shakespeare. Some kid that liked a Michener book may someday
      pick up Tacitus just for the hell of it. I think as a teacher the best one can do is infect a student
      with a passion or excitement about an art--like literature or music--as tastes and inclinations
      are so personal. Rowling has alread identified for us the ones that would prefer to curl up on the
      sofa with a good book, so run with it.

      Dave
  • oof! *Feeling Good* by Dr. David Burns and *The Anger Habit Workbook* by Carl Semmelroth! I seriously doubt you could incorporate those into an English class, but I *do* think they should be read by every living soul. If everyone were to get a copy today, the world would be a totally different place in 40 days.
  • I've been a HS English teacher for the past 9 years and I think I have finally come to accept and understand required reading. I used to hate assigning books that I knew the students hated and struggled with, but we now have SSR implemented department wide and it has changed the students' attitude towards reading dramatically. They now separate reading for academic purposes and reading for fun. There are reasons why we read and study the classics and they finally understand that they don't have to always like it to understand its importance in our history. Besides, it's unrealistic to expect 150 people to "like" the same book. What you can teach is how to discuss a book in an intelligent manner. Many of my students hate Catcher in the Rye and so we have many discussions of what drives them crazy about the book. Then they read it so they can have examples of why they hate Holden. And many kids like it too, so then they engage in a meaningful discussion.

    I also suggest that you read what they are reading. Check out the teen section in bookstores and give them suggestions for fun reading. You obviously can't teach Gossip Girl in class, but engaging them in conversations about it helps breaks down the I hate reading comments in class. Good luck. It's a hard, but extremely gratifying job.
    • i think this is an excellent perspective and educationally constructive. and realistic. reading critically and with discipline is a life skill as well an academic skill that every student needs to possess. obviously, teachers would love to always spark their students' attention and interest in (blatantly) entertaining and engaging ways. for one, to keep the class lively. but that could sometimes lean to not sufficiently challenging them. or dare i say it, to pandering.

      despite the fact that some here cringe at the word 'classic', there *is* a reason why certain works have survived for hundreds of years. to ignore them and not expose younger readers to them would be irresponsible. they are signposts in the road of our shared cultures. yes, reading should be fun. but it also has to often be instructional, informative and challenging.

      like many here i'm sure, i still often read 'respected works' that are sometimes a slog, but i'm definitely more cultural literate for it. it's a habit and a discipline i might not possess had i not been 'forced' to read novels i wouldn't have ordinarily picked up on my own. (and sidebar: i vividly recall my surprise at actually liking and enjoying having read certain classics that i otherwise would've dodged. that alone is invaluable.)
  • Unfortunately, what's literary and what's entertaining are sometimes two different things. It's not often you find both. Also, my high school reading list was all written by dead people except for Joseph Heller. Now that was a book I hated, but Heller was pretty amazing. We took a 2 hour bus trip to hear him speak.

    Novels:

    Confederacy of Dunces - John Kennedy Toole (because a Pulitzer is a Pulitzer despite having committed suicide)
    Ender's Game - Orson Scott Card (Hugo and Nebula winner and from a literary perspective deus ex machina has never been done better).
    Catcher in the Rye - Salinger (because it really is the great American novel and most reader's introduction to the unreliable narrator)
    The Fountainhead - Ayn Rand (because it's better than Anthem and shorter than Atlas Shrugged)
    Bright Lights, Big City - Jay McInerney (great book written in 2nd person)
    Interview With the Vampire - Anne Rice (when you a have a book that changed a mythology and re-invents a subculture, it's worth reading)
    Flowers for Algernon - Daniel Keyes (I don't know anyone who didn't like it)

    Short Story:

    Man In The Black Suit - Stephen King (because Young Goodman Brown is boooring and they don't give O Henry Awards to just anyone)
    The Rememberer - Aimee Bender (any story that starts with --

    My lover is experiencing reverse evolution. I tell no one. I don't know how it happened, only that one day he was my lover and the next he was some kind of ape. It's been a month, and now he's a sea turtle --

    is bound to be a good read.)

    Poetry:

    Lovesong of J. Alfred Prufrock - Eliot

    Anyone who's still alive. Dead poets make my skin itch because all you're teaching them is meter and rhyme when all the other poetic devices (allegory, alliteration, etc) can be taught with more accessible poems by poets that are still alive (Stephyn Dobyns, Mark Strand, Sharon Olds, etc).









  • Thanks for the suggestion! Everyone has such different tastes, I shudder to think what I'm going to do when I assign my first book and get those looks of loathing. I also think it's interesting that when I was in high school, when I had read a book already, none of my teachers explained why it would be a good idea for me to read it again, they just asked me a few basic questions about it and asked me to read another book. I remember when my class was reading Animal Farm, my teacher actually got mad at me because she couldn't think of something for me to read! I had gone on a long kick reading all the dystopias I could get my hands on two years earlier. I ended up having to read the original Utopia, by Thomas More. I felt like I was being punished, it was so much longer and more difficult than animal Farm.
  • Definitely have them explore different genres, not just typical ' literature'. Include fantasy, sci-fi, adventure, historical fiction, thriller, mystery, poetry, nature writing, whatever. Just mix it up with good stuff from all over. But, of course, include the classics, too.

    But, whatever you do, have real discussion on what these stories mean. Don't just have them read and report. Seriously, TELL them what this shit is about, what it means, and why it's important - to them. Most kids aren't going to get it unless you tell them. They'll be grateful.
    • When my kids were in middle school, they had to read one book per month and do a the requisite book report. The really cool part of the whole year was the schedule they handed out at the beginning of the year.....

      For September, pick any book you like and write a book report.
      For October, pick any fantasy/science fiction and write a book report.
      For November, pick any book off the Newbery Award Winner list and write a book report.
      For December, pick any biography and write a book report....etc throughout the remainder of the year. That was the MOST FUN!!! We ALL read some terrific books! To this day, I cannot read (or barely discuss the plot) of "Where The Red Fern Grows" without being on the brink of crying. That was also when we discovered Robin McKinley and all her wonderful books. That year we read Tolkein and the biograqphy of Muhammad Ali. We read books about machines and automobiles and architecture and animals.

      It was truly a great year.
      • all high school kids should read the anarchist cook book so they know HOW NOT TO MAKE BOMBS. a mistake in bomb making can be dangerous and we need out kids to learn good skills in case they are trapped behind enemy lines.
        • --and for a REALLY dangerous book, give them
          The Teenage Liberation Handbook: How to Quit School and Get a Real Life and Education by Grace Llewellyn
          (It's good, by the way!)
          • I don't want to get fired! i want to show students that their is some point in schooling, not make them resent it even more.
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              Making a difference? The Last of the Mohicans is my father in laws favorite book. I lived in Mamaroneck NY the town that James Fenimore Cooper lived and wrote. I don't like the book either as it seemed sentimental at best ( but it made a few good movies ). It is a pity that we think our HIgh Schoolers can't handle hard issues. The issues that our forefathers and mothers have lived through. When I was in HS we read Julius Ceasar and Romeo and Juliet, along w/the Sonnets and To Kill a Mockingbird. Mark Twain was read in Middle School. If you are making some of the decisions about what will be required by all students then perhaps that type of status quo is sufficient.
            • Awww... well, point taken.
              I don't really advise giving them the book unless you're a parent giving your own teen that autonomy.
              There are always the few teachers who make a huge difference in their students' lives. It sounds like you could be that teacher; looking to inspire, not just following the standard time-worn rut.
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                Wow books are opinion makers and setters! "1984" is a number of my friends favorite book though for me it is a bleak grey boring world the kind of world that political correctness could induce when people are kept from speaking their minds or take control of their lives. A world were punishment rules and self expression drools. I was amazed to learn that my husband had read Fredrick Douglas's autobiography in High School but he was in all advanced courses of course. He also read Voltaire's "Candid" in High School. We also read "Waiting for Godot" It seems that has been put on hold in required reading. My daughter was made to read "Running with Scissors" by Augusten Burroughs I was pleased they were challenging her to think. And she loved it. How's about Sinclair Lewis"s " Babbitt' and "Main Street". Or "The Child Buyer" by John Hersey I read these outside the class room in High School and highly recomend them. Black Elk Speaks is another excellent Autobiography. "Bury My Heart at Wounded Knee" would make a good History Class book. All these books are with in the scope of a High School reader.
                • i agree that an introduction to dystopias shouldn't begin with 1984, it's just to dull. I would rather assign Brave New World, which I think raises a more diverse range of issues, and does a better job of encouraging us to think. I don't think that I could assign anything by Sinclair Lewis, seeing as how I struggled through Babbit and Main Street myself (NOTHING HAPPENS), and would prefer a shorter work as an introduction to modernism.
  • Ohhhh I agree Linsey, much of the approach to introducing high school kids to literature just turns them off reading.
    I'm not sure of the solution --whether to just give them free reign to enjoy reading whatever they wish (my inclination) or to assign a large variety of books and give them a choice from them...
    There are some books that have the power to broaden and excite young minds, to introduce them to a world of ideas that they might not have had access to. They might be good to assign... though I would NOT require a book report. (talk about flogging a book to death!)
    A good discussion in small groups would probably go further toward encouraging a passion for a good book.
    We need to accept that even a great book is not going to appeal to everyone.
  • The Sandman graphic novels by Neil Gaiman (come on, it's time we stopped considering comics to be somehow inferior to "real" literature).

    The Alchemist by Paulo Coelho

    Sherlock Holmes stories by Arthur Conan Doyle (teach the little bastards some Deductive Logic and maybe we won't have evil warmongers in the White House of the future)

    Naked Lunch by William S. Burroughs (just kidding) (or am I?)
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      George Orwell's "1984" (we did read Animal Farm in HS)

      J.D. Salinger's "Catcher in the Rye" (a magical book for young people)

      "Narrative of the LIfe of Frederick Douglass, an American Slave."...This should be read in High School rather than college. Actually it amazes me this is not a staple of the American High School reading.

      Herman Hesse's "Steppenwolf " to appreciate the drama.

      Janet Fitch's "White Oleander"

  • I taught English, ages 8 thru 16 - these were favourites of theirs (ranging from younger audiences to more mature):

    The Witches - Roald Dahl
    My Name is David - ?
    A Kestrel for a knave - Barry Hines
    The Chocolate Wars - Robert Cormier
    After the First Death - R. Cormier
    I am the Cheese - R. Cormier
    A Day no Pigs would Die - Robert Peck
    The Outsiders - S.E. Hinton (a bit dated but the movie is a great adjunct)
    Do Androids dream of Electronic Sheep - Phillip K. Dick (the novel that Bladerunner is based upon)
    Dune - Frank Herbert
    Tales from Earthsea - LeGuin
    Oryx and Crake - Atwood (an excellent tape recording is available - they read as they listen - a wonderful tool)

    I started teaching Shakespeare by reading aloud to 6 yr olds from Charles and Mary Lamb's "Tales from Shakespeare", beginning with the goriest; Macbeth, moving through the magical Midsummer Night's to Romeo&Juliet:

    shakespeare.palomar.edu/lambta...REF.HTM

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