THE FOLLOWING ARE READING COUNTS INSTRUCTIONS FOR UNITED STATES AND WORLD HISTORY. AT THE END OF THE DOCUMENT IS AN EXAMPLE OF AN ACCEPTABLE REPORT. FOR US HISTORY, YOU NEED 20 READING COUNTS POINTS THAT ARE WORTH 80 POINTS. FOR WORLD HISTORY, YOU NEED 15 READING COUNTS POINTS WORTH 90 POINTS. MAKE SURE THE WORK IS COMPLETE BEFORE THE DUE DATE.
Reading Counts Instructions U.S. History
Students are required to have a total of 20 Reading Counts points every quarter. The reading must be in the period of United States history. Books can be fiction or non-fiction and include the following categories:
Genera Examples
U.S. History - 1776 by McCullough
Historical Fiction- Lincoln: A Novel by Vidal
Classical Fiction The Great Gatsby by Fitzgerald
Biography Martin Luther King, Jr.: A Life by Frady
Autobiography Benjamin Franklin: Autobiography, Poor Richard,
and Later Writings
Books that do not work for Reading Counts include:
1. Books that are assigned by a teacher to be read for a specific class. For example, if students are required to read Tom Sawyer, discuss it in class and test on the book, it will not count toward reading counts points.
2. Books recently made into movies. A biography on Jackie Robinson would be acceptable, but the book “42” just made into a move would not.
3. Books with a world history theme prior to 1492. It is acceptable to read My Brother’s Voice about the Holocaust but not Spartacus about the Roman slave revolt.
4. If a student has a doubt, get the book approved before starting to read it.
To earn credit for the book AFTER it is read, students must pass the Reading Counts test and write a review of the book. If there is no Reading Counts test for the book, students can write one. The following is required for a book review:
1. It must be double-spaced, typed, and use 12-point font.
2. It needs to be between 500 and 700 words long.
3. The theme of the review should be related to the historical significance of the event covered in the book as to how it relates to U.S. history.
4. Do not just give a summary of the book. Describe how the book fits into a larger picture of history.
5. Describe if the book accurately depicts the era it was written about.
6. Recommend that other read or do not read the book.
7. Do not find reviews for the book on line and present them as your own work.
Book Reviews will be graded on a Pass or Fail. If the quality of the review is insufficient, students will be given one chance to fix the review for credit. Students should not wait for the last day to hand in Reading Counts. If the review is insufficient, there will not be an opportunity to make up the work.
Reading Counts for World Civilization
Students are required to have a total of 15 Reading Counts points every quarter. The reading must be history related. Books can be fiction or non-fiction and include the following categories:
Genera Examples
World History The Punic Wars by Goldsworthy
U.S. History - 1776 by McCullough
Historical Fiction- Spartacus the Gladiator by Kane
Classical Fiction The Great Gatsby by Fitzgerald
Biography Martin Luther King, Jr.: A Life by Frady
Autobiography Benjamin Franklin: Autobiography, Poor Richard,
and Later Writings
Books that do not work for Reading Counts include:
1. Books that are assigned by a teacher to be read for a specific class. For example, if students are required to read Tom Sawyer, discuss it in class and test on the book, it will not count toward reading counts points.
2. Books recently made into movies. A biography on Jackie Robinson would be acceptable, but the book “42” just made into a move would not.
3. If a student has a doubt, get the book approved before starting to read it.
To earn credit for the book AFTER it is read, students must pass the Reading Counts test and write a review of the book. If there is no Reading Counts test for the book, students can write one. The following is required for a book review:
1. It must be double-spaced, typed, and use 12-point font.
2. It needs to be between 500 and 700 words long.
3. The theme of the review should be related to the historical significance of the event covered in the book as to how it relates to U.S. history.
4. Do not just give a summary of the book. Describe how the book fits into a larger picture of history.
5. Describe if the book accurately depicts the era it was written about.
6. Recommend that other read or do not read the book.
7. Do not find reviews for the book on line and present them as your own work.
Book Reviews will be graded on a Pass or Fail. If the quality of the review is insufficient, students will be given one chance to fix the review for credit. Students should not wait for the last day to hand in Reading Counts. If the review is insufficient, there will not be an opportunity to make up the work.
The following is an example of an acceptable book report:
Rodney Hurd Hurd 1
Book Review
Hurd 4
20 October 2013
The Imperial Cruise: A Secret History of Empire and War by James Bradley
With the conclusion of Western settlement in 1890, the United States turned its interests to territories outside of the current continental U.S. Imperial Cruise is an account of America’s expansion into the Pacific and Caribbean Islands at the turn of the century. It gives an accurate account of U.S. actions in taking the Philippines, Hawaii, and support of the Japanese conquest of Korea as part of the Open Door Policy in China.
The book is disturbing in the comments that it makes regarding natives of foreign countries. The chapters dealing with the Pilipino Insurrection include comments made by Presidents Roosevelt and Taft. Both considered the people of the Philippines unable to govern themselves and would refer to them as barbarians needing civilizing and conversion to Christianity.
The book reviews American plans to assist Emilio Aguinaldo as part of the Spanish-American War of 1898. Aguinaldo believes that the Americans would support and defend the Pilipino people in their fight against Spanish control. Aguinaldo often quoted the U.S. Constitution and Declaration of Independence as documents that showed America’s belief in the right of his people to govern themselves.
The American government under President McKinley promised support in removing the Spanish from the Philippines. When the Spanish were removed, the book goes into detail as to how Aguinaldo set up a provisional government that was functioning until the United States decided keeping the Philippines under U.S. control was in America’s best interest.
The brutality of the Pilipino Insurrection and the destruction created by the military is a sad chapter of United States History. They book continues with the Taft as the Governor of the American Philippines and the disaster of white rule during that period. The book also describes Taft’s return to the Philippines and his insistence that the people will not be ready to govern themselves for at least one hundred years. Many of Taft’s statements are recorded in the book where he makes clear the racial attitude of the day that the Filipinos do not have the mental capacity to self-govern.
The chapters of the book that deal with the annexation of Hawaii show American desires for territory in the Pacific. The chapter describes how Sanford Dole and other plantation owners that came to Hawaii were not happy with Queen Liliuokalani attempts to change the government and return political power and property to the native Hawaiians. The white plantation owners’ collusion with the Minister John L. Stevens of the United States and the use of Marine forces stationed on the USS Boston is one of many examples where the United States used force to gain territory that they wanted.
Along with the Pilipino Insurrection, one of the darkest segments of the book deals with the United States’ actions toward Korea. When working with the Koreans, the United States led Korea to believe that they would be protected from Japanese and Russian expansion. In working with the Japan, the Roosevelt government saw the Japanese as adopted Aryans. Because the Japanese under the Meiji government copied Western industrialization, clothing styles and military organization, Roosevelt considered them allies in the Pacific and the key to the Open Door Policy regarding China.
Roosevelt’s support of the Japanese resulted in the Japanese defeat of the Russians during the Russo-Japanese War of 1905, the taking of Korea, and the expansion of Japan into Manchuria, China. Roosevelt even goes so far as to support a Japanese style Monroe Doctrine where Japan will be a partner in the Pacific that will help civilize the rest of the “yellow” world.
The book is an excellent example of the feeling of racial superiority that white Americans felt at the turn of the century when coming in contact with other racial groups. The book shows the justification Americans used for military force to protect their own economic and political interests. Readers need to be careful because the book heavily condemns the actions of the United States and its government without giving much of a balanced view. If this were the only book a person read on the subject, it would be easy to condemn Taft, Roosevelt and the United States. Keeping that in mind, it is an interesting read and opens windows to the era and how the United States acquired places such as Hawaii and the Philippines.
Reading Counts Instructions U.S. History
Students are required to have a total of 20 Reading Counts points every quarter. The reading must be in the period of United States history. Books can be fiction or non-fiction and include the following categories:
Genera Examples
U.S. History - 1776 by McCullough
Historical Fiction- Lincoln: A Novel by Vidal
Classical Fiction The Great Gatsby by Fitzgerald
Biography Martin Luther King, Jr.: A Life by Frady
Autobiography Benjamin Franklin: Autobiography, Poor Richard,
and Later Writings
Books that do not work for Reading Counts include:
1. Books that are assigned by a teacher to be read for a specific class. For example, if students are required to read Tom Sawyer, discuss it in class and test on the book, it will not count toward reading counts points.
2. Books recently made into movies. A biography on Jackie Robinson would be acceptable, but the book “42” just made into a move would not.
3. Books with a world history theme prior to 1492. It is acceptable to read My Brother’s Voice about the Holocaust but not Spartacus about the Roman slave revolt.
4. If a student has a doubt, get the book approved before starting to read it.
To earn credit for the book AFTER it is read, students must pass the Reading Counts test and write a review of the book. If there is no Reading Counts test for the book, students can write one. The following is required for a book review:
1. It must be double-spaced, typed, and use 12-point font.
2. It needs to be between 500 and 700 words long.
3. The theme of the review should be related to the historical significance of the event covered in the book as to how it relates to U.S. history.
4. Do not just give a summary of the book. Describe how the book fits into a larger picture of history.
5. Describe if the book accurately depicts the era it was written about.
6. Recommend that other read or do not read the book.
7. Do not find reviews for the book on line and present them as your own work.
Book Reviews will be graded on a Pass or Fail. If the quality of the review is insufficient, students will be given one chance to fix the review for credit. Students should not wait for the last day to hand in Reading Counts. If the review is insufficient, there will not be an opportunity to make up the work.
Reading Counts for World Civilization
Students are required to have a total of 15 Reading Counts points every quarter. The reading must be history related. Books can be fiction or non-fiction and include the following categories:
Genera Examples
World History The Punic Wars by Goldsworthy
U.S. History - 1776 by McCullough
Historical Fiction- Spartacus the Gladiator by Kane
Classical Fiction The Great Gatsby by Fitzgerald
Biography Martin Luther King, Jr.: A Life by Frady
Autobiography Benjamin Franklin: Autobiography, Poor Richard,
and Later Writings
Books that do not work for Reading Counts include:
1. Books that are assigned by a teacher to be read for a specific class. For example, if students are required to read Tom Sawyer, discuss it in class and test on the book, it will not count toward reading counts points.
2. Books recently made into movies. A biography on Jackie Robinson would be acceptable, but the book “42” just made into a move would not.
3. If a student has a doubt, get the book approved before starting to read it.
To earn credit for the book AFTER it is read, students must pass the Reading Counts test and write a review of the book. If there is no Reading Counts test for the book, students can write one. The following is required for a book review:
1. It must be double-spaced, typed, and use 12-point font.
2. It needs to be between 500 and 700 words long.
3. The theme of the review should be related to the historical significance of the event covered in the book as to how it relates to U.S. history.
4. Do not just give a summary of the book. Describe how the book fits into a larger picture of history.
5. Describe if the book accurately depicts the era it was written about.
6. Recommend that other read or do not read the book.
7. Do not find reviews for the book on line and present them as your own work.
Book Reviews will be graded on a Pass or Fail. If the quality of the review is insufficient, students will be given one chance to fix the review for credit. Students should not wait for the last day to hand in Reading Counts. If the review is insufficient, there will not be an opportunity to make up the work.
The following is an example of an acceptable book report:
Rodney Hurd Hurd 1
Book Review
Hurd 4
20 October 2013
The Imperial Cruise: A Secret History of Empire and War by James Bradley
With the conclusion of Western settlement in 1890, the United States turned its interests to territories outside of the current continental U.S. Imperial Cruise is an account of America’s expansion into the Pacific and Caribbean Islands at the turn of the century. It gives an accurate account of U.S. actions in taking the Philippines, Hawaii, and support of the Japanese conquest of Korea as part of the Open Door Policy in China.
The book is disturbing in the comments that it makes regarding natives of foreign countries. The chapters dealing with the Pilipino Insurrection include comments made by Presidents Roosevelt and Taft. Both considered the people of the Philippines unable to govern themselves and would refer to them as barbarians needing civilizing and conversion to Christianity.
The book reviews American plans to assist Emilio Aguinaldo as part of the Spanish-American War of 1898. Aguinaldo believes that the Americans would support and defend the Pilipino people in their fight against Spanish control. Aguinaldo often quoted the U.S. Constitution and Declaration of Independence as documents that showed America’s belief in the right of his people to govern themselves.
The American government under President McKinley promised support in removing the Spanish from the Philippines. When the Spanish were removed, the book goes into detail as to how Aguinaldo set up a provisional government that was functioning until the United States decided keeping the Philippines under U.S. control was in America’s best interest.
The brutality of the Pilipino Insurrection and the destruction created by the military is a sad chapter of United States History. They book continues with the Taft as the Governor of the American Philippines and the disaster of white rule during that period. The book also describes Taft’s return to the Philippines and his insistence that the people will not be ready to govern themselves for at least one hundred years. Many of Taft’s statements are recorded in the book where he makes clear the racial attitude of the day that the Filipinos do not have the mental capacity to self-govern.
The chapters of the book that deal with the annexation of Hawaii show American desires for territory in the Pacific. The chapter describes how Sanford Dole and other plantation owners that came to Hawaii were not happy with Queen Liliuokalani attempts to change the government and return political power and property to the native Hawaiians. The white plantation owners’ collusion with the Minister John L. Stevens of the United States and the use of Marine forces stationed on the USS Boston is one of many examples where the United States used force to gain territory that they wanted.
Along with the Pilipino Insurrection, one of the darkest segments of the book deals with the United States’ actions toward Korea. When working with the Koreans, the United States led Korea to believe that they would be protected from Japanese and Russian expansion. In working with the Japan, the Roosevelt government saw the Japanese as adopted Aryans. Because the Japanese under the Meiji government copied Western industrialization, clothing styles and military organization, Roosevelt considered them allies in the Pacific and the key to the Open Door Policy regarding China.
Roosevelt’s support of the Japanese resulted in the Japanese defeat of the Russians during the Russo-Japanese War of 1905, the taking of Korea, and the expansion of Japan into Manchuria, China. Roosevelt even goes so far as to support a Japanese style Monroe Doctrine where Japan will be a partner in the Pacific that will help civilize the rest of the “yellow” world.
The book is an excellent example of the feeling of racial superiority that white Americans felt at the turn of the century when coming in contact with other racial groups. The book shows the justification Americans used for military force to protect their own economic and political interests. Readers need to be careful because the book heavily condemns the actions of the United States and its government without giving much of a balanced view. If this were the only book a person read on the subject, it would be easy to condemn Taft, Roosevelt and the United States. Keeping that in mind, it is an interesting read and opens windows to the era and how the United States acquired places such as Hawaii and the Philippines.