2020 Kansas Notable Book STARRED REVIEW! "The historic town of Nicodemus, Kansas, springs to life through expressive artwork done in softly fluid lines and hues, conveying all of the hope and joy of the movement."—Foreword Review A family leaves behind sharecropping to settle the frontier and find a new kind of freedom. When Dede sees a notice offering land to black people in Kansas, her family decides to give up their life of sharecropping to become homesteading pioneers in the Midwest. Inspired by the true story of Nicodemus, Kansas, a town founded in the late 1870s by Exodusters—former slaves leaving the Jim Crow South in search of a new beginning—this fictional story follows Dede and her parents as they set out to stake and secure a claim, finally allowing them to have a home to call their own.
A Mighty Girl's 2020 Books of the Year The true story of the unconventional woman and her enduring song about the spirit of America. Katharine Lee Bates first wrote the lines to "America the Beautiful" after a stirring visit to Pikes Peak in 1893. But the story behind the song begins with Katharine herself, who pushed beyond conventional expectations of women to become an acclaimed writer, scholar, suffragist, and reformer. Katharine believed in the power of words to make a difference, and in "America the Beautiful," her vision of the nation as a great family, united from sea to shining sea, continues to uplift and inspire us all.
2021 Christopher Award - Books for Young People WSRA Children's Literature: Picture This 2021 Recommendation List Penn GSE Graduate School of Education, The Best Books for Young Readers of 2020 Black Caucus of the American Library Association BCALA, 2020 Best of the Best Booklist Read Across America, Picture Book of the Month March 2021 A mother-daughter story about celebrating a special fashion tradition. Tiara has a gift for storytelling; her momma has a gift for making hats. When a new store opens that sells cheaper hats, Momma has to set her dreams aside, but Tiara has an idea for helping Momma's dreams come true again.
Rather than reserving the teaching of Black history to Black history month, Black narratives deserve to be seen and integrated into every aspect of the school curriculum. A unique yet practical resource, Global Black Narratives for the Classroom addresses this issue by providing primary teachers with a global outline of Black history, culture and life within the framework of the UK’s National Curriculum. Each topic explored in this essential book provides teachers and teaching assistants with historical, geographic and cultural context to build confidence when planning and teaching. Full lesson plans and printable worksheets are incorporated into each topic, alongside tips to build future lessons in line with the themes explored. Volume II of this book explores the following parts: Part 1 guides teachers through planning and delivering lessons focused on Africa. Pupils will benefit from developing a diverse and accurate understanding of the changing nature of Africa throughout history, linking the continent’s social history with its geographical features. Part 2 ‘The Caribbean’, builds upon the lesson plans of Part 1 to further highlight the interconnectedness of diaspora cultures in influencing the musical, visual and religious practices of the Caribbean and Central America. Part 3 begins by addressing the incorrect assumption that the history of Black people in the Americas begins and ends with plantation slavery. Instead, this section proposes a range of in-depth lesson plans on the diverse histories, cultures and experiences of Black people within the United States. Created by BLAM UK, this highly informative yet practical resource is an essential read for any teacher, teaching assistant or senior leader who wishes to diversify their curriculum and address issues of Black representation within their school.
The Best Children's Books of the Year 2019, Bank Street College In 1950, girls didn't play baseball––until Kathryn Johnston changed Little League. In 1950, Kathryn Johnston wanted to play Little League baseball, but an unwritten "rule" kept girls from trying out. So she cut off her hair and tried out as a boy under the nickname "Tubby." She made the team—and changed Little League forever. This is a story about wanting to do something so badly, you're willing to break the rules, and how breaking those rules can lead to change.
AWARD-WINNING AUTHOR R.G. Yoho Damon Gates is a former slave, trying to scratch out a meager living and provide for his family in the wake of the Civil War. But on his way to buy a few head of cattle, he is captured by three outlaws who want to kill him for nothing more than his skin color. Enter Gabriel Burns, a legendary Texas gunman, riding to help a family of poor, Colorado homesteaders. Throw into the plot Kellen Malone, former lawman, rancher, and gunfighter, who is pursuing Burns, to bring him to justice for the murder of a young man. What will happen when their paths converge? This is the explosive beginning for Nightfall Over Nicodemus!
Writing the Survivor: The Rape Novel in Late Twentieth-Century American Fiction identifies a new genre of American fiction, the rape novel, that recenters narratives of sexual violence on the survivors of violence and abuse, rather than the perpetrators. The rape novel arose during the women’s liberation movement as women writers collectively challenged the traditional erasure of female subjectivity and agency found in earlier representations of sexual violence in American fiction. The rape novel not only foregrounds survivors and their stories in a textual centering that affirms their dignity and self-worth, but also develops new narratological strategies for portraying violent, disturbing subject matter. In bringing together many key women’s texts of the last decades of the 20th century, the rape novel demonstrates the centrality of sexual assault to women’s fiction of this era. The rape novels of the 21st century continue the political activism inherent in the genre—educating readers, offering community to survivors, and encouraging social activism—as the stories of male survivors are increasingly told. A radical reconsideration of late twentieth-century American novels, Writing the Survivor underscores the importance of women’s activism upon the novel’s form and content and reveals the portrayal of rape as rape to be an interethnic imperative.
Discover the incredible true story of how one of history's most successful potato farmers began life as a slave and worked until he was named the "Potato King of the World"! Junius G. Groves came from humble beginnings in the Bluegrass State. Born in Kentucky into slavery, freedom came when he was still a young man and he intended to make a name for himself. Along with thousands of other African Americans who migrated from the South, Junius walked west and stopped in Kansas. Working for a pittance on a small potato farm was no reason to feel sorry for himself, especially when he's made foreman. But Junius did dream of owning his own farm, so he did the next best thing. He rented the land and worked hard! As he built his empire, he also built a family, and he built them both on tons and tons and tons of potatoes. He never quit working hard, even as the naysayers doubted him, and soon he was declared Potato King of the World and had five hundred acres and a castle to call his own. From award winning author Tonya Bolden and talented illustrator Don Tate comes a tale of perseverance that reminds us no matter where you begin, as long as you work hard, your creation can never be called small potatoes.
Eleven-year-old Nissa's life has never been perfect. Living in the small town of Harper, Louisiana, with a mama like hers, circa 1933, has led to lots of mean rumors. But now Mama is gone, and all the townsfolk talk about is who she might have run off with. Nissa's memories of the Sundays her mama would come home smelling of sawdust lead her to suspect the rumors could be true. Did her mama go away with the Sawdust Man? And if so, does it mean she's never coming back? A. LaFaye's powerful first novel beautifully explicates the world of a child in distress and how she copes with something beyond her understanding.
Now in its sixth edition, Doing History offers a unique perspective on teaching and learning history in the elementary and middle grades. Through case studies of teachers and students in diverse classrooms and from diverse backgrounds, it shows children engaging in authentic historical investigations, often in the context of an integrated social studies curriculum. The book is grounded in the view that children can engage in valid forms of historical inquiry—asking questions, collecting and analyzing evidence, examining the varied perspectives and experiences of people in the past, and creating evidence-based historical accounts and interpretations. Grounded in contemporary sociocultural theory and research, the text features vignettes in each chapter showing communities of teachers and students doing history in environments rich in literature, art, writing, and discussion. The authors explain how these classrooms reflect contemporary principles of teaching and learning, and thus, the descriptions not only provide specific examples of successful activities but also place them in a context that allows teachers to adapt and apply them in a wide range of settings. Doing History emphasizes diversity in two ways: Readers encounter students from a variety of backgrounds and see how their diverse experiences can form the foundation for learning, and they also see examples of how teachers can engage students with diverse experiences and perspectives in the past, including those that led to conflict and oppression. The book also discusses principles for working with English learners and newcomers, and it provides guidance in using multiple forms of assessment to evaluate the specifically historical aspects of children’s learning. Updates to this edition include updated historical and instructional examples to ensure currency, new suggestions for children’s literature to support good teaching, expanded attention to teaching about oppressed groups in history, and greater attention to when historical perspective taking is and is not appropriate.
