RBMA Summer Reading Challenge 2014
The following text samples exemplify the level of complexity and quality that the Common Core Standards
require ALL students in a given grade band to engage with
Grade 11– 12 Common Core Reading List
Category 1: Fiction
Chaucer, Geoffrey. The Canterbury Tales
de Cervantes, Miguel. Don Quixote
Austen, Jane. Pride and Prejudice
Poe, Edgar Allan. The Cask of Amontillado
Bronte, Charlotte. Jane Eyre
Hawthorne, Nathaniel. The Scarlet Letter
Dostoevsky, Fyodor. Crime and Punishment
Jewett, Sarah Orne. A White Heron
Melville, Herman. Billy Budd, Sailor
Chekhov, Anton. Home
Fitzgerald, F. Scott. The Great Gatsby
Hurston, Zora Neale. Their Eyes Were Watching God
Borges, Jorge Luis. The Garden of Forking Paths
Bellow, Saul. The Adventures of Augie March
Morrison, Toni. The Bluest Eye
Garcia, Cristina. Dreaming in Cuban
Lahiri, Jhumpa. The Namesake
Stevenson, Robert Louis. Kidnapped (1850-1894)
Defoe, Daniel. Robinson Crusoe
Tennyson, Lord Alfred. Sea Dreams (1809-1892)
Poe, Edgar Allan. The City in the Sea
Coleridge, Samuel Taylor. The Rime of the Ancient Mariner
London, Jack. The Sea-Wolf
Faulkner, William. As I Lay Dying
Hemingway, Ernest. A Farewell to Arms
Category 2: Informational Texts - History/Social Studies
McPherson, James. For Cause and Comrades - Why Men Fought in the Civil War
Halberstam, David. The Fifties
Category 3: Informational Texts - Science, Mathematics, and Technical Subjects
Paulos, John Allen. Innumeracy: Mathematical Illiteracy and Its Consequences
1
Gladwell, Malcolm. The Tipping Point: How Little Things Can Make a Big Difference (Business)
Category 3: Informational Texts - Science, Mathematics, and Technical Subjects (continued)
Tyson, Neil deGrasse. Gravity in Reverse: The Tale of Albert Einstein’s ‘Greatest Blunder (Physics)
Calishain, Tara, and Rael Dornfest. Google Hacks: Tips & Tools for Smarter Searching, 2nd Edition (IT)
Kane, Gordon. The Mysteries of Mass (Chemisty, Physics)
Kurzweil, Ray. The Coming Merger of Mind and Machine ( IT, Engineering, Biology)
Gibbs, W. Wayt. Untangling the Roots of Cancer (Biology/Medicine)
Euclid. Elements (Chemistry, Biology & Physics)
Walker, Jearl. Amusement Park Physics
Devlin, Keith. Life by the Numbers (Chemistry)
Hakim, Joy. The Story of Science: Newton at the Center (Physics)
Mikkelson, Edwin. No Safe Place: Toxic Waste, Leukemia and Community Action (Chemistry/Environ Sci.)
Moore, Charles. Plastic Ocean Book (Chemistry/ Enviromental Science)
Dudley, Joel and Karczewski, Konrad. Exploring Personal Genomics (Bio Ethics Information)
Chertok, Boris. Rockets and People (4 volume free e-book series) (Physics, Space Exploration)
Math Survival Guide: Heal the Past, Conquer Anxiety and Build Success (ebook on coolmath.com)
Instructions for Responding to the Fiction Book that you selected:
1. All submissions must be in Times 12 point font: Single spaced. If you don’t know
what that means, Google it!
2. Not understanding is NO EXCUSE for not doing this project. Seek help from
someone who may be able to assist you or email SummerReading@rbmaritime.org
if you need help. We will try to respond as quickly as possible.
3. You will prepare a paper and a project on the book you select. We expect you to
write using appropriate grammar, proper spelling, and complete sentence structure.
We assume that you have basic skills in writing, and can name a noun, verb,
adjective, and so forth. If you are not ready for that – check out “Grammar Rock” on
YouTube.
Papers of this size are best prepared in chunks. You will be working on several days over a
week or two. Doing this project all at once will make you crazy and probably a little angry.
Take a section, and work it first. Then move on to the next section.
The READING PART:
You, the student, have unique and individual likes and dislikes. You have a choice of
things to read and write about. Choose one book from the fiction category, one from the social
studies area, and one from the Science/Math/Tech area. (That’s one fiction & two non-fiction).
2
The SHORT RESPONSE PART:
After reading, you will answer any 3 of the listed short essay questions.
Remember, a short essay is three paragraphs minimum, and a paragraph is 5-7
well written sentences.
Choose your words wisely, so you can have as much impact in as short of time
possible. How is each book related to the other? Include theme, setting and
other information which is similar.
a) If you were to re-write the fiction book you chose, what changes would you
make to the book? How would you improve the story?
b) What facts can you compile from the fiction book that reflects the
nonfiction books you read? Use page numbers and examples.
c) How do you connect to any one of the books you read? Use life examples
and emotions to build this essay.
d) You are making a movie. You are the director and I am the producer. I want
you to tell me which famous actors and actresses you want to play each
role and why.
Here is the essay scoring rubric:
http://blogs.egusd.net/ccss/files/2013/10/Info.Exp_.rubric.11th-12th-1zexonb.pdf
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The CREATIVE PART:
This part must be turned in the first week back at school. We want you to create a
movie poster for any ONE of the books. Include aspects from regular movie posters –
but you MAY NOT use an existing movie poster if the book was made into a movie. The
movie poster should be a full size poster board, but you may cut and paste elements to
make the poster. We want a sketchbook of three possible on standard paper
Here are some resources for you to check out to get some ideas on layout from already
existing movie posters:
http://www.onesheetdesign.com
http://movieposter.com/
http://allposters.com
Here is the rubric:
-5 
Expectations
Craftsmanship
Use of available tools, Thoughtful aesthetic
decisions
Planning
Key elements show research, Sketchbook
Drawings
Movie Poster
Poster board size
Poster Image
Photography, Ratings Box, Title & Tagline
Credits & Logos, Directed by is student’s
name
4
Meets few or none
of the requirements
6-7 
Meets some
requirements.
8 -9  10 
Meets all
requirements.
Meets and
exceeds all
requirements a
expectations.
Asthetics
Taglines, Plot Summary, Poster Description
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Reading questions for McPherson, For Cause and Comrades: Why Men Fought in the Civil
War (Social Studies/History Category)
Chapter 1: Why did the author set out to write this book? What question did he want to
answer?
What are some of the factors that enabled the author to make such a detailed study of his
subject? What sources did he rely on? Why are some of these sources more useful than others?
Chapter 2: What was rage militaire? What types of ideological convictions did soldiers on both
sides of the Civil War hold and how did these convictions motivate them to fight? How did
concepts of duty, honor, and shame motivate soldiers on both sides?
Chapter 3: What was seeing the elephant? What sorts of things sustained soldiers once they had been in
combat? What were the mechanisms that they used to deal with fear?
Chapter 4: What military techniques did both armies use to enforce discipline in the ranks?
How did the quality of officers affect morale and discipline? What does McPherson say about
the cultural values of Victorian America and its influence on the behavior of soldiers?
Chapter 5: What is religious fatalism and how did it shape the outlook of Civil War soldiers?
How did soldiers wrestle with the morality of killing?
Chapter 6: How did the dynamics of recruitment and community pressure enforce discipline on
the front lines? What things fostered unit cohesion? What worked against it?
Chapter 7: What was a key difference between Civil War soldiers and soldiers from World War
II? Who was Bell Wiley and what did he give as the reasons for which Civil War soldiers
fought? Does McPherson agree with Wiley? How does his opinion differ? Did southerners
see the Confederacy as their country or were they fighting primarily for their home state?
What issue did southerners fight for that was not so much a concern for northerners?
How did the sentimental idealism of Civil War soldiers differ from later eras?
Chapter 8: How did both the Union and Confederacy use the ideology of 1776 for their cause?
How did the issue of slavery influence soldier’s dedication to their cause?
6
What impact did the Emancipation Proclamation have on both Union and Confederate armies?
Reading questions for McPherson, For Cause and Comrades (continued)
Chapter 9: How popular was emancipation as an issue in the Union Army? How did this
coincide with the prevailing racial attitudes in the army? Who were the Copperheads?
What issues eventually caused many Union soldiers to accept emancipation as a war aim?
Chapter 10: What helped soldiers balance obligations to family and country?
Why was the mail service so important?
Chapter 11: How did northern and southern conceptions of revenge differ? What role did
victory play in fostering morale?
Chapter 12: How prevalent were modern-day issues of battle fatigue and psychological trauma
in Civil War armies? Did the influence of war-weariness change how soldiers felt about their
cause?
Reading questions for "The Fifties" - David Halberstam
Be sure to read the parts of the book covering the domestic themes that Halberstam
seems to be especially interested in. He suggests that the 50’s was a decade of
transition in civil rights, sexual mores, feminism, consumerism, and the importance of
youth in American culture; there is also an underlying theme on “alienation.”
Haberstam is rather caustic in his recounting of the white male politicians who
dominated the era, most of whom he reminds us were born in the previous century.
Some of the political bitterness of the period is highlighted in the book.
Research information on Habersham and tell why you think he feels that the 50’s had
such an impact on the America that we know today.
What is missing from Halberstam’s story?
Were there issues/events you thought should be included in the book (long as it is)?
What kinds of choices did Halberstam make?
You should consider how the themes revealed in the book connect to contemporary
issues. How different was then from now?
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How different was then from the time in which Halberstam wrote the book (early
1990s)?
Reading questions for "The Fifties" - David Halberstam (continued)
How do the themes of “reform” animate or underscore Halberstam’s story of the
decade?
Grade 11-12 Response Questions for Science/Math/Technology Non-Fiction Books
1. What is the central idea discussed in the book? What issues or ideas does the author
explore? Are they personal, sociological, global, political, economic, medical or
scientific?
2. Do the issues effect your life? How so – directly on a daily basis, or more generally?
Now or sometime in the future?
3. What evidence does the author use to support the book’s ideas? Is the evidence
convincing…definitive…or speculative? Does the author depend on personal opinion,
observation and assessment? OR is the evidence factual –based on science, statistics,
historical documents, or quotations from (credible) experts?
4. What kind of language does the author use? Is it objective and dispassionate? Or
passionate and earnest? Is it polemical, inflammatory, sarcastic? Does the language
help or undercut the author’s premise?
5. What are the implications for the future? Are there long- or short-term consequences to
the issues raised in the book? Are they positive or negative...affirming or frightening?
6. What solutions does the author propose? Who would implement those solutions? How
probable is success?
7. How controversial are the issues raised in the book? Who is aligned on which sides of
the issues? Where do you fall in that line-up?
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8. Talk about specific passages that struck you as significant—or interesting, profound,
amusing, illuminating, disturbing, sad...? What was memorable?
9.
What have you learned after reading this book? Has it broadened your perspective
about a difficult issue—personal or societal? Has it introduced you to a culture in another
country...or an ethnic or regional culture in your own country?
Grade 11-12 Response Questions for Science/Math/Technology Non-Fiction Books
10.
If your book deals with a cultural portrait—of life in another country or region of your
own country, please answer questions a, b, and c ...
a. What observations are made in the book?
Does the author examine economics and politics, family traditions, the arts, religious
beliefs, language or food?
b. Does the author criticize or admire the culture? Does he/she wish to preserve or
change the way of life? Either way, what
would be risked or gained?
c.
What is different from your own culture? What
do you find most surprising, intriguing or
difficult to understand?
Grade 11-12 Responses for Science/Math/Technology Non-Fiction Books
Part 2
List at least 20 new vocabulary words that you were exposed to as a result of reading the
book that you chose. Include the definition of the words (in the context that they are used in the
book). Please include the page number they are found on in the book.
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After reading your selected books, answer the questions in the summer reading packet for Social
Studies and Math, Science, and Technology. Make sure you type the name of the book at the top of each
question-response page along with your name. All answers should be in proper sentence and paragraph
format. You should answer all of the questions completely. (Don’t forget areas of the question that ask for
your opinion, examples, or to compare and contrast). Please submit the completed questions to
SummerReading@rbmaritime.org (with your name in the subject line) by August 15th and it will be sent to
the appropriate teacher to grade and to record your results. Questions will be graded by the rubric below.
10
Developing
Beginning
9-12
<9
All areas have
been thought
out and some
personal
examples
given
All areas
have been
thought out,
may have
limited
personal
examples
Some areas
have been
thought out
Most word,
paragraph, and
sentence
structure have
no errors
Word,
paragraph,
and
sentence
structure is
sometimes
correct
Word,
paragraph,
and
sentence
structure has
many issues
Mostly clear,
concise ideas
are expressed.
Can easily be
read
Ideas are
expressed
and some
clarity to the
ideas can be
determined.
May be hard
to read.
Ideas are
hard to
determine
and the line
of thought is
not followed.
May be hard
to read.
Data has been
presented that
presents the
reader with an
opinion of the
author (thought
out).
The author’s
opinion is
presented
but the logic
path is not
evident.
Some data
is presented.
The author’s
opinion is
presented
but the logic
path is not
evident.
Data is
presented
but may be
wrong or
incomplete.
Topic is mostly
complete
Topic is
presented
with some
relevant
points
Topic has
not been
explained
completely
Exemplary
17 -20
Accomplished
13-16
Logic/Creativity
All areas
have been
thought out
creativity
with relevant
personal
examples.
Structure
Word,
paragraph,
and
sentence
structure has
no errors
Presentation
Clear,
concise
ideas are
expressed
and is
readable
Problem
Solving/Argument
Data has
been
presented
that
convinces
the reader
that the
opinion of
the author is
valid
(thought out)
Topic Covered
Completely
Topic has
been
covered and
explained in
depth.
Category
Score
11