Many hands, light work -- Chasing two antelopes, at the same time -- The boat, the leader and the water -- A child crawls, then stands -- The monkey, a jump and a tree -- A tree is cut down -- Moving the elephant in one day -- The tree, over the top and the earth -- an army, a sheep, and a lion -- Bundle of sticks are unbreakable. Children like it simple, powerful and compelling, don't they? The "spirit" of this book makes leadership lessons for kids simple, powerful yet compelling. This "treasure trove" of illustrated stories from African Proverbs is filled with compelling leadership lessons for children all over the world. This book is written for children in every nation whose little minds are curious, who love to explore new and different worlds and who love to listen to stories. "Inspiring Kidz Leadership Lessons from African Proverbs" contains the Proverb, the Story, the Lesson and the country. Proverbs and sayings are found in almost every culture in the world and so not only will children respond to its meaning but adults will find it enriching. In this children's leadership book, the sayings of African proverbs form the basis of the leadership lesson. Not only will you read it and hear it. Your child(ren) will glean life-long leadership nuggets and lessons from it. Stories are like magic, taking us everywhere: backwards, forwards or happening right in the present time, transporting us to many places and situations we might never go. There is a world of wisdom contained in each proverb and we can learn a lot about children's Leadership Lessons from them. So sit down with your toddler, infant, child or children and teach them these simple, profound and compelling leadership lessons through African Proverbs and storytelling. It is hoped that at the very least, proverbs can be a source of entertainment if not a learning tool to teach and entertain your child. / https://dc.etsu.edu/etsu_books/1082/thumbnail.jpg

Throughout history, comic books and the media they inspire have reflected modern society as it changes and grows. But women’s roles in comics have often been diminished as they become victims, damsels in distress, and sidekicks. This thesis explores the problems that female characters often face in comic books, but it also shows the positive representation that new creators have introduced over the years. This project is a genealogy, in which the development of the empowered superwoman is traced in modern age comic books. This discussion includes the characters of Kamala Khan, Harley Quinn, Gwen Stacy, and Barbara Gordon and charts how these four women have been empowered and disempowered throughout their comic canon. It rejects the lens of postfeminism and suggests that an intersectional feminism is still needed in today’s ever-evolving and diversifying world. Popular culture must be representative of everyone, and today’s women authors will be the driving force of diversity in comic books.

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Discover the stories of major natural science expeditions, as depicted in award-winning children's non-fiction. Examples include Robert Siebert award winner, Parrots over Puerto Rico, and Orbis Pictus winner, Quest for the Tree Kangaroo. While sharing Common Core correlations and reading promotion activities, participants explore how literature encurages children to care for and consider the natural world of which they are part.

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This Education Resource Guide includes discussion questions, as well as activities regarding the following three topics related to Diary of a Wimpy Kid: The Long Haul.

This Education Resource Guide includes activities regarding the following three topics related to P.S. Be Eleven, followed by discussion questions, and a list of books for further reading: Motown Vietnam War and PTSD Senator Robert F. Kennedy

This paper introduces the American Library Association’s award (Batchelder) for most outstanding children’s book originally published in a language other than English in a country other than the United States, and subsequently translated into English for publication in the United States, to encourage American publishers, librarians, and booksellers to seek out superior children’s books abroad and to promote communication among the peoples of the world. The purpose of the introduction is to share our philosophy, supported by theory, as to the need for young people to read and respond to intimate, literary, and thematic stories from other cultures and countries in order to develop into empathetic international citizens. Such philosophy relates to the scholarly contentions of Carl Tomlinson, author of “Children’s Books From Other Countries”; Mildred Batchelder, the consummate former director of the American Library Services for Children division of the ALA, after whom the award is named; and Louise Rosenblatt, well-known reader response theorist. Specifically, a discussion of these theorists’ perspectives will reveal sharing Batchelder books, rather than just factual websites or textbook information about the peoples and places on our globe, helps young people build a foundation of international understanding; brings the experiences of young people in other countries to life, revealing “living, breathing” individuals and diminishing stereotypes; and assists in raising awareness as to how each member of the international community may benefit, one from the other. The authors’ method will be to discuss and summarize several significant Batchelder titles, also providing suggestions for curricular, reader-response tie-ins associated with each title, presenting librarians with myriad means by which these treasured books may be shared with young people. The activities suggested will heavily consider Rosenblatt’s “mirror to window” and aesthetic reader response assertions. Hopefully, both librarians and booksellers will become knowledgeable of the award titles and work to collect and stock, respectively, these international treasures in libraries and stores, right along with Newbery and Caldecott titles, hence adopting the role of creating internationally aware readers and citizens within our diverse and multicultural world. The implications of such awareness are significant at both a micro and macro level. First, at the micro level, engaged students, reading about and connecting to “exotic” children from cultures other than their own, will strengthen reading fluency and language arts skills. The distinctive, differing styles and points-of-view in these texts will assist in the understanding of literary elements, while also, on a human rather than textbook level, disclosing major world issues of both the past and present. Additionally, the internationalization of curricula will be enhanced if librarians are aware of the proposed methods. At the macro level, the titles serve to nurture the value of international understanding and respect amongst peoples of the world, develop humane and supportive world citizens, and confirm humanity’s universal experiences, overshadowing differences and conflicts.

This thesis considers the use of Young Adult Chicana Literature in the classroom to help young Chicanas work through their process of finding their identities. It begins by making the case that Chicana identities are complex because of their intersectional borderland positioning between Mexican and U.S. American cultures, which makes the identity formation process more difficult for them than others. By relating these complex issues facing young Chicanas to literature that is more relevant to them and their struggles, it is argued that teachers can help ease some of the tensions that exist within their students and help them work more easily through the identity issues they may be facing. This text engages in an analysis of two pieces of Young Adult Chicana Literature, Sandra Cisneros’ The House on Mango Street and Isabel Quintero’s Gabi, A Girl in Pieces, through the critical lens of autohistoria-teoría to argue that because the forms of these novels follow this pattern of theorizing through experience and reflection, they can be of critical assistance in helping young Chicanas work through their own experiences and issues. Finally, this thesis moves into my own autohistoria-teoría in which I reflect on my own experiences with the identity formation process and how recognition of myself in literature played a critical role in my own process, and how the overwhelming lack of this type of literature stunted my identity formation process.