The Survivor GameBook is reproducible and allows kids to learn about their state through timed activities, prize suggestions and an official survivor certificate. The book includes timed, multiple-choice questions, fill in the blank questions, choose the appropriate dates and matching that are challenging and fun to answer. This book covers fascinating state facts and meets state standards.

The Survivor GameBook is reproducible and allows kids to learn about their state through timed activities, prize suggestions and an official survivor certificate. The book includes timed, multiple-choice questions, fill in the blank questions, choose the appropriate dates and matching that are challenging and fun to answer. This book covers fascinating state facts and meets state standards.

Read-i-cide: The systematic killing of the love of reading, often exacerbated by the inane, mind-numbing practices found in schools. Reading is dying in our schools. Educators are familiar with many of the factors that have contributed to the decline, poverty, second-language issues, and the ever-expanding choices of electronic entertainment. In this provocative book Readicide: How Schools are Killing Reading and What You Can Do About It , author and teacher Kelly Gallagher suggests it is time to recognize a new and significant contributor to the death of reading: our schools. Readicide , Gallagher argues that American schools are actively (though unwittingly) furthering the decline of reading. Specifically, he contends that the standard instructional practices used in most schools are killing reading by:Valuing standardized testing over the development of lifelong readersMandating breadth over depth in instructionRequiring students to read difficult texts without proper instructional support and insisting students focus on academic textsIgnoring the importance of developing recreational readingLosing sight of authentic instruction in the looming shadow of political pressuresReadicide provides teachers, literacy coaches, and administrators with specific steps to reverse the downward spiral in reading-;steps that will help prevent the loss of another generation of readers.

WINNER OF THE NATIONAL JEWISH BOOK AWARD--BIOGRAPHY Elie Wiesel was a towering presence on the world stage--a Nobel laureate, activist, adviser to world leaders, and the author of more than forty books, including the Oprah's Book Club selection Night. But when asked, Wiesel always said, "I am a teacher first." In fact, he taught at Boston University for nearly four decades, and with this book, Ariel Burger--devoted prot g , apprentice, and friend--takes us into the sacred space of Wiesel's classroom. There, Wiesel challenged his students to explore moral complexity and to resist the dangerous lure of absolutes. In bringing together never-before-recounted moments between Wiesel and his students, Witness serves as a moral education in and of itself--a primer on educating against indifference, on the urgency of memory and individual responsibility, and on the role of literature, music, and art in making the world a more compassionate place. Burger first met Wiesel at age fifteen; he became his student in his twenties, and his teaching assistant in his thirties. In this profoundly thought-provoking and inspiring book, Burger gives us a front-row seat to Wiesel's remarkable exchanges in and out of the classroom, and chronicles the intimate conversations between these two men over the decades as Burger sought counsel on matters of intellect, spirituality, and faith, while navigating his own personal journey from boyhood to manhood, from student and assistant, to rabbi and, in time, teacher. "Listening to a witness makes you a witness," said Wiesel. Ariel Burger's book is an invitation to every reader to become Wiesel's student, and witness.

A 2019 Schneider Family Book Award Winner Based on a real-life partnership, the heartening story of the love and teamwork between a girl and her service dog will illuminate and inspire. Rescue thought he’d grow up to be a Seeing Eye dog — it’s the family business, after all. When he gets the news that he’s better suited to being a service dog, he’s worried that he’s not up to the task. Then he meets Jessica, a girl whose life is turning out differently than the way she'd imagined it, too. Now Jessica needs Rescue by her side to help her accomplish everyday tasks. And it turns out that Rescue can help Jessica see after all: a way forward, together, one step at a time. An endnote from the authors tells more about the training and extraordinary abilities of service dogs, particularly their real-life best friend and black lab, Rescue.

This book uses an intersectional lens to explore the lived experiences of sexually traumatized girls in school. It provides a deep understanding of the students’ experiences, viewed through the prism of their multiple identities. The author employs a qualitative phenomenological study to investigate the psychological, social, and academic impacts of such trauma. The book’s core strength lies in its exploration of the intersectionality between identity and sexual trauma. It does this by examining the impacts of historical trauma, through the lens of four major historical events: transatlantic slavery, the Holocaust, World War II, and the COVID-19 pandemic. This research highlights potential mental health, social, and academic outcomes prevalent in historically marginalized groups, which is then connected to a broader understanding of intersectionality and trauma. It underscores the urgent need for educators and school leaders to understand this phenomenon in order to be effective in their roles. The book also emphasizes the importance of addressing trauma in educational settings, considering the intersectionality of identity, trauma, and educational experience. The book also proposes an additional identity marker to support Crenshaw’s theory of intersectionality: female sexual trauma survivor. This book is a valuable resource for scholars, educators, educational leaders, post-graduate students, and policymakers. It offers research-based theoretical approaches to addressing trauma and intersectionality in educational contexts. It is a must-read for those seeking to broaden their understanding of these complex issues and their impact on educational experiences for female sexual trauma survivors.

Many teens today who use the Internet are actively involved in participatory cultures—joining online communities (Facebook, message boards, game clans), producing creative work in new forms (digital sampling, modding, fan videomaking, fan fiction), working in teams to complete tasks and develop new knowledge (as in Wikipedia), and shaping the flow of media (as in blogging or podcasting). A growing body of scholarship suggests potential benefits of these activities, including opportunities for peer-to-peer learning, development of skills useful in the modern workplace, and a more empowered conception of citizenship. Some argue that young people pick up these key skills and competencies on their own by interacting with popular culture; but the problems of unequal access, lack of media transparency, and the breakdown of traditional forms of socialization and professional training suggest a role for policy and pedagogical intervention. This report aims to shift the conversation about the "digital divide" from questions about access to technology to questions about access to opportunities for involvement in participatory culture and how to provide all young people with the chance to develop the cultural competencies and social skills needed. Fostering these skills, the authors argue, requires a systemic approach to media education; schools, afterschool programs, and parents all have distinctive roles to play. The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning