From admired historian—and coiner of one of feminism's most popular slogans—Laurel Thatcher Ulrich comes an exploration of what it means for women to make history. In 1976, in an obscure scholarly article, Ulrich wrote, "Well behaved women seldom make history." Today these words appear on t-shirts, mugs, bumper stickers, greeting cards, and all sorts of Web sites and blogs. Ulrich explains how that happened and what it means by looking back at women of the past who challenged the way history was written. She ranges from the fifteenth-century writer Christine de Pizan, who wrote The Book of the City of Ladies, to the twentieth century’s Virginia Woolf, author of A Room of One's Own. Ulrich updates their attempts to reimagine female possibilities and looks at the women who didn't try to make history but did. And she concludes by showing how the 1970s activists who created "second-wave feminism" also created a renaissance in the study of history.
“Should be in the hands of every history teacher in the country.”— Howard Zinn James Loewen has revised Teaching What Really Happened, the bestselling, go-to resource for social studies and history teachers wishing to break away from standard textbook retellings of the past. In addition to updating the scholarship and anecdotes throughout, the second edition features a timely new chapter entitled "Truth" that addresses how traditional and social media can distort current events and the historical record. Helping students understand what really happened in the past will empower them to use history as a tool to argue for better policies in the present. Our society needs engaged citizens now more than ever, and this book offers teachers concrete ideas for getting students excited about history while also teaching them to read critically. It will specifically help teachers and students tackle important content areas, including Eurocentrism, the American Indian experience, and slavery. Book Features: An up-to-date assessment of the potential and pitfalls of U.S. and world history education. Information to help teachers expect, and get, good performance from students of all racial, ethnic, and socioeconomic backgrounds. Strategies for incorporating project-oriented self-learning, having students conduct online historical research, and teaching historiography. Ideas from teachers across the country who are empowering students by teaching what really happened. Specific chapters dedicated to five content topics usually taught poorly in today’s schools.
Stonewall Honor Book * A Time Magazine Best YA Book of All Time "A book for warriors, divas, artists, queens, individuals, activists, trend setters, and anyone searching for the courage to be themselves.”—Mackenzi Lee, New York Times bestselling author of The Gentleman’s Guide to Vice and Virtue It’s 1989 in New York City, and for three teens, the world is changing. Reza is an Iranian boy who has just moved to the city with his mother to live with his stepfather and stepbrother. He’s terrified that someone will guess the truth he can barely acknowledge about himself. Reza knows he’s gay, but all he knows of gay life are the media’s images of men dying of AIDS. Judy is an aspiring fashion designer who worships her uncle Stephen, a gay man with AIDS who devotes his time to activism as a member of ACT UP. Judy has never imagined finding romance...until she falls for Reza and they start dating. Art is Judy’s best friend, their school’s only out and proud teen. He’ll never be who his conservative parents want him to be, so he rebels by documenting the AIDS crisis through his photographs. As Reza and Art grow closer, Reza struggles to find a way out of his deception that won’t break Judy’s heart—and destroy the most meaningful friendship he’s ever known. This is a bighearted, sprawling epic about friendship and love and the revolutionary act of living life to the fullest in the face of impossible odds.
An African Volk explores how the apartheid state sought to maintain power as the world of white empire gave way to a new post-colonial environment that repudiated racial hierarchy.
A funny and poignant debut middle-grade novel about a foster-care girl who is placed with a family in the witness protection program, and finds that hiding in plain sight is complicated and dangerous.
NEW YORK TIMES BESTSELLER • A groundbreaking history of 175 years of American education that brings the lessons of the past to bear on the dilemmas we face today—and brilliantly illuminates the path forward for public schools. “[A] lively account." —New York Times Book Review In The Teacher Wars, a rich, lively, and unprecedented history of public school teaching, Dana Goldstein reveals that teachers have been embattled for nearly two centuries. She uncovers the surprising roots of hot button issues, from teacher tenure to charter schools, and finds that recent popular ideas to improve schools—instituting merit pay, evaluating teachers by student test scores, ranking and firing veteran teachers, and recruiting “elite” graduates to teach—are all approaches that have been tried in the past without producing widespread change.
My military career would be from February 28, 1956 to March 31, 1976. My Air Force specialty code was 65170-Procurment Supervisor, secondary specialty was 64570, Inventory Management Supervisor, which was a political correct name for the Supply Sergeant or NCOIC. I worked in about every field in the service part of Air Force from Physical Ed. Instructor to teaching warfare technique. I always had a great group people and we were successful, because I was able to always teach respect for one another, which led to a good outfit. Great leaders are born and I was a damn good leader of human beings! I would have been great in the military or civilian life, but the military was able to give me my discipline and organizational skills to accomplish any task given, because with my faith, prayer and the knowledge that I am who I am, I knew I could do anything that I was able to do to completion! I was top of my NCO leadership school, and top of the NCO Academy. I was one of the first to enter a one year school in N.Y. called the Blue Suiter Program Military Group for the first computer system to be operated by military personnel, the UNIVAC 1050 computer system for the Air Force (1964). My job was NCOIC of 100, 000 line items (spare parts) for the complete system. Procurement school, Lowry AFB, Denver Colorado, I held a GPA of 4.0 and was class president. There was a college ECI course through the University of Maryland. I completed 71 courses in other career fields as an Airman that I was in charge of. I knew as much about other missions as other folks did. I also completed all the other 27 courses and related jobs of my career field, which gave me enough credits for a BA college degree! Some of my accomplishments were EOC NCOIC, Commissioner of the 5 BX Program, Exercise and Diet base level, Base schools and all squadron activity to operate a Base. My Masonic Order and my involvement as a captain of the semi-pro football team gave a platform to involve the Base and the city in football, flag football, softball, baseball, bowling, little and pony leagues (8-14 yr old boys after school football program) for training if there grade point average were up to a 3.0, a Thanksgiving Program for the needy every November, a program for the disadvantage kids, which included seven Masonic brothers as big brother and role models. If they had a problem they would call their best troubleshooter and I was always successful, because I treated each person as a human being and with respect, not as cattle. Decorations and Awards: VSM w/2 BSS, RVSM, AFOVA, AFGCM w/3 OLC, AFLSA w/4 OLC, AFM 900-3. There would have been other medals if I had showed up for the award ceremonies. I would not accept the damn medals if I was not accepted as human being or as a patriot in this racist system. I was never promoted passed the rank of Technical Sgt/ E-6, because I could not in good conscience stay out of the movement for the rights of all humans, not just my Black Pride, which was also on display, so the Air Force has labeled me as a Communist Agitator.
Teachers are torchbearers—leaders who impart knowledge, truth, or inspiration to others. Pamela Farris, joined by Patricia Rieman in the latest edition of this exceptional foundations text, clearly demonstrates how teachers bear the torch. The authors’ well-researched approach provides both positive and negative aspects of education trends. Their generous use of examples shows how teaching and schooling fit into the broader context of U.S. society and how they match up with other societies throughout the world. Farris and Rieman’s lively writing style instills teacher education candidates with a lucid understanding of such topics as philosophy and history of education, national trends, requirements of becoming a teacher, teachers’ salaries, how schools are governed and funded, demographic changes and expectations for the future, differences in rural and urban schools, and use of technology. Detailed lists of a variety of websites provide additional resources. Anecdotes of professionals in the field—authentic-voice narratives with frank insights into real-world teaching experiences—punctuate the text. Boxed scenarios concentrate on important issues and educators, energize readers’ interest, and stimulate proactive thinking. Other outstanding features are the book’s affordability and versatility. Instructors can easily assign all or a portion of the chapters to fit course needs.
