Book Project: Scratch Beginnings
Scratch Beginnings is the story of how the author, Adam Shepard, tests the reality of the American Dream in
Charleston, South Carolina. Shepard goes to Charleston with just $25 in his pocket, lives at a homeless shelter,
and eventually works his way up to having his own apartment, a truck, and money in the bank in less than one
year’s time. Shepard explains that his purpose in the project was to prove that people willing to work hard and
make smart economic choices can work their way out of poverty. In our reading of his book, I challenge
students to think about the lessons that we can all learn from Shepard. But I also want students to critically
assess Shepard’s assumptions and background and offer an evaluation of whether Adam Shepard’s experience
of “poverty” was authentically representative of what poverty is like for others. Did Shepard have advantages
that stuck with him even during his year in poverty that others in poverty may not have? What factors (if any),
other than his hard work and determination, enabled Shepard to succeed?
YOUR GRADE WILL BE BASED ON TWO SEPARATE FACTORS:


Process – As you read each chapter, you will complete a reading log with your notes and reflections on
that chapter. In addition to being graded on these reading logs, you will participate in class discussions
about the book and take occasional reading quizzes to ensure that you are keeping up with the
reading.
Product – You and a partner will be assigned a specific chapter of the book for which you will generate
discussion questions and lead an in-class discussion about the book. Finally, you will write an essay
on the book once we have finished reading and discussing it.
Group & Chapter Assignments
Chapter
Students
Chapter 1:
Chapter 2:
Chapter 3:
Chapter 4:
Chapter 6:
Chapter 7:
Chapter 8:
Chapter 9:
Chapter 10:
Chapter 11:
Chapter 12:
Chapter 13
CH 14 & 15
CH 16 & EPI
Date of
Discussion
Students
Date of
Discussion
Preparation (10 pts):
Students meet with Mr.
G-G to review discussion
questions at least 3 days
before discussion
RUBRIC FOR DISCUSSION LEADERS:
Question Style (5 pts)
Question Rigor
Teamwork (10 pts)
At least one question
(10 pts)
Students support
is purely informational
At least two
each other and
to see who read. At
questions tie the
share work fairly.
least one question
Shepard reading
uses an excerpt from
to other course
the text as a starting
readings and
point.
concepts (Shipler,
Ehrenreich, Payne,
etc.)
Discussion Quality (10)
Students lead a high
quality discussion in which
they get the whole class to
participate; the discussion
deepens understanding
rather than simply reviews
the content of the book.