There are millions of books in the world, covering every genre under the sun. At LHS, English teachers have to select the few which they believe are worth their students’ time.

Some people love the books we read in English, while others detest them. This polarization begs the question: Why do we read the books we do, and should we consider other novels for our curriculum? First, we need to understand teachers’ reasoning.

“In our district, the two high schools have agreed on two novels that will be taught by both schools at each level, and teachers are allowed to choose additional texts from a list,” said English teacher Joanna Stein. “In Junior English and AP Lang, those two novels are ‘The Great Gatsby’ and ‘A Raisin in the Sun.’”

These requirements restrict book selection, but still provide wiggle room for teachers to shape their curriculum.

“For AP Lang in particular, we try to understand the complex interaction between literature and society, so the books I pick should have social and historical relevance,” said Stein. “[I like books] that allow my students to understand the world they live in a deeper way.

While teachers have their reasoning, some students think the books they read in English aren’t worthy of a spot in the curriculum.

“I think there are a few books that should be shortened, like ‘To Kill A Mockingbird,’” said Sophomore Hannah Ibser. “The section on American Born Chinese should be a little longer because it’s more relevant to today.”

The question then becomes: What books would be better in the curriculum?

“I think All The Light We Cannot See should be added back to the curriculum,” said Ibser. “I read that on my own, and there was a lot to be learned from it. It really captures the human experience as a whole.”

Whether or not you agree with the curriculum, understanding why teachers teach the books they do can help us contextualize our English classes and enjoy the novels we read more.