He tells jokes with the kind of mocking humor that gets a laugh, yet can be safely shared in school. After all, even great schools have bad days -- when lesson plans fall through, disgruntled parents complain, kids throw temper tantrums because they have to use the same spoon for their applesauce and mashed potatoes, and of course, dealing with...The Horror! The Horror!...dreaded assessments. Ranging from practical topics like social media use in the class­room and parent-teacher conferences to more lighthearted sections such as "Pickup and Dropoff: An Exercise in Humanity" and "School Supplies: Yes, We Really Need All That Stuff," Go See the Principal offers comic relief, inspiration, and advice to those who need it the most.

    America faced a troubling question: What happened? How was this epidemic allowed to spread so far before it was taken seriously? In answering these questions, Shilts weaves the disparate threads into a coherent story, pinning down every evasion and contradiction at the highest levels of the medical, political, and media establishments. Shilts shows that the epidemic spread wildly because the federal government put budget ahead of the nation's welfare; health authorities placed political expediency before the public health; and scientists were often more concerned with international prestige than saving lives. Against this backdrop, Shilts tells the heroic stories of individuals in science and politics, public health and the gay community, who struggled to alert the nation to the enormity of the danger it faced. And the Band Played On is both a tribute to these heroic people and a stinging indictment of the institutions that failed the nation so badly.

    Washington, the most recognized national leader, orator and educator, emerged from slavery in the deep south, to work for the betterment of African Americans in the post Reconstruction period. "Up From Slavery" is an autobiography of Booker T. Washington's life and work, which has been the source of inspiration for all Americans. Washington reveals his inner most thoughts as he transitions from ex-slave to teacher and founder of one of the most important schools for African Americans in the south, The Tuskegee Industrial Institute.

    Craven Prize, Los Angeles Times Book Award, Francis Parkman Prize, and Lionel Trilling Prize.

    With proven strategies from the classroom, this resource identifies five effective processes the reader can use to reawaken motivation in students who aren t prepared, don t care, and won t work. These processes include emphasizing effort, creating hope, respecting power, building relationships, and expressing enthusiasm. Each process is fully explained and illustrated with proven strategies from the classroom. Questions for reflection will help the reader identify motivating strategies and apply the five key processes to the challenge of changing students lives.

    This new third edition is thoroughly revised and updated, and includes two new chapters on the renewed attacks on the subject curriculum in the 1940s and 1950s, as well as the way individual school subjects evolved over time and were affected by these attacks.

    With the introduction of the rigorous Common Core State Standards, diverse classrooms need a proven framework for optimizing student engagement and facilitating deeper learningCulturally responsive pedagogy has shown great promise in meeting this need, but many educators still struggle with its implementation. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction.The book includes:*Information on how one’s culture programs the brain to process data and affects learning relationships*Ten “key moves” to build students’ learner operating systems and prepare them to become independent learners*Prompts for action and valuable self-reflectionWith a firm understanding of these techniques and principles, teachers and instructional leaders will confidently reap the benefits of culturally responsive instruction.

    Yet there are those who insist that the death of six million Jews in Nazi concentration camps is nothing but a hoax perpetrated by a powerful Zionist conspiracy. Forty years ago, such notions were the province of pseudohistorians who argued that Hitler never meant to kill the Jews, and that only a few hundred thousand died in the camps from disease; they also argued that the Allied bombings of Dresden and other cities were worse than any Nazi offense, and that the Germans were the "true victims" of World War II. For years, those who made such claims were dismissed as harmless cranks operating on the lunatic fringe. But over the past decade they have begun to gain a hearing in respectable arenas, and now, in the first full-scale history of Holocaust denial, Deborah Lipstadt shows how - despite tens of thousands of living witnesses and vast amounts of documentary evidence - this irrational idea not only has continued to gain adherents but has become an international movement, with organized chapters, "independent" research centers, and official publications that promote a "revisionist" view of recent history. One sign of the movement's disturbing resonance is the rise of such figures as the Holocaust denier David Duke to national prominence. Holocaust deniers have also begun to make common cause with radical Afrocentrists such as Leonard Jeffries of New York's City University, who retells racist myths about the Jews; and a recent campaign of ads in college newspapers calling for "open debate" on "so-called facts" about the Holocaust suggests a bold new bid for mainstream intellectual legitimacy. Lipstadt shows how Holocaust denial thrives in the current atmosphere of value relativism, and argues that this chilling attack on the factual record not only threatens Jews but undermines the very tenets of objective scholarship that support our faith in historical knowledge.

    Underprivileged schools. Just plain bad schools.”   That’s how Eve L. Ewing opens Ghosts in the Schoolyard: describing Chicago Public Schools from the outside. The way politicians and pundits and parents of kids who attend other schools talk about them, with a mix of pity and contempt.   But Ewing knows Chicago Public Schools from the inside: as a student, then a teacher, and now a scholar who studies them. And that perspective has shown her that public schools are not buildings full of failures—they’re an integral part of their neighborhoods, at the heart of their communities, storehouses of history and memory that bring people together.   Never was that role more apparent than in 2013 when Mayor Rahm Emanuel announced an unprecedented wave of school closings. Pitched simultaneously as a solution to a budget problem, a response to declining enrollments, and a chance to purge bad schools that were dragging down the whole system, the plan was met with a roar of protest from parents, students, and teachers. But if these schools were so bad, why did people care so much about keeping them open, to the point that some would even go on a hunger strike?   Ewing’s answer begins with a story of systemic racism, inequality, bad faith, and distrust that stretches deep into Chicago history. Rooting her exploration in the historic African American neighborhood of Bronzeville, Ewing reveals that this issue is about much more than just schools. Black communities see the closing of their schools—schools that are certainly less than perfect but that are theirs—as one more in a long line of racist policies. The fight to keep them open is yet another front in the ongoing struggle of black people in America to build successful lives and achieve true self-determination.

    This is the America we believe in a nation of opportunity, constrained only by ability and effort. But during the last twenty-five years we have seen a disturbing opportunity gap emerge. Americans have always believed in equality of opportunity, the idea that all kids, regardless of their family background, should have a decent chance to improve their lot in life. Now, this central tenet of the American dream seems no longer true or at the least, much less true than it was. Robert Putnam about whom The Economist said, "His scholarship is wide-ranging, his intelligence luminous, his tone modest, his prose unpretentious and frequently funny," offers a personal but also authoritative look at this new American crisis. Putnam begins with his high school class of 1959 in Port Clinton, Ohio. By and large the vast majority of those students "our kids" went on to lives better than those of their parents. But their children and grandchildren have had harder lives amid diminishing prospects. Putnam tells the tale of lessening opportunity through poignant life stories of rich and poor kids from cities and suburbs across the country, drawing on a formidable body of research done especially for this book. Our Kids is a rare combination of individual testimony and rigorous evidence. Putnam provides a disturbing account of the American dream that should initiate a deep examination of the future of our country.

    Eminent historian Nell Irvin Painter tells perhaps the most important forgotten story in American history. Beginning at the roots of Western civilization, she traces the invention of the idea of a white race—often for economic, scientific, and political ends. She shows how the origins of American identity in the eighteenth century were intrinsically tied to the elevation of white skin into the embodiment of beauty, power, and intelligence; how the great American intellectuals— including Ralph Waldo Emerson—insisted that only Anglo Saxons were truly American; and how the definitions of who is “white” and who is “American” have evolved over time. A story filled with towering historical figures, The History of White People closes an enormous gap in a literature that has long focused on the nonwhite, and it forcefully reminds us that the concept of “race” is an all-too-human invention whose meaning, importance, and reality have changed according to a long and rich history. 70 illustrations.

    It is for teachers who refuse to harden their hearts, because they love learners, learning, and the teaching life." - Parker J. Palmer [from the Introduction] Teachers choose their vocation for reasons of the heart, because they care deeply about their students and about their subject. But the demands of teaching cause too many educators to lose heart. Is it possible to take heart in teaching once more so that we can continue to do what good teachers always do -- give heart to our students?In The Courage to Teach, Parker Palmer takes teachers on an inner journey toward reconnecting with their vocation and their students -- and recovering their passion for one of the most difficult and important of human endeavors.

    Teachers create intellectual environments that produce not only technically competent students, but also caring, secure, actively literate human beings.Choice Words shows how teachers accomplish this using their most powerful teaching tool: language. Throughout, Peter Johnston provides examples of apparently ordinary words, phrases, and uses of language that are pivotal in the orchestration of the classroom. Grounded in a study by accomplished literacy teachers, the book demonstrates how the things we say (and don't say) have surprising consequences for what children learn and for who they become as literate people. Through language, children learn how to become strategic thinkers, not merely learning the literacy strategies. In addition, Johnston examines the complex learning that teachers produce in classrooms that is hard to name and thus is not recognized by tests, by policy-makers, by the general public, and often by teachers themselves, yet is vitally important.This book will be enlightening for any teacher who wishes to be more conscious of the many ways their language helps children acquire literacy skills and view the world, their peers, and themselves in new ways.

    These interviews are compiled in Scout, Atticus, and Boo, the perfect companion to one of the most important American books of the 20th Century. Scout, Atticus, and Boo will also feature a foreword from acclaimed writer Wally Lamb.

    Symbolizing a future of endless promise, it was the foundation of the United States' belief in itself as an exceptional nation--democratic, individualistic, forward-looking. Today, though, America has a new symbol: the border wall.In The End of the Myth, acclaimed historian Greg Grandin explores the meaning of the frontier throughout the full sweep of U.S. history--from the American Revolution to the War of 1898, the New Deal to the election of 2016. For centuries, he shows, America's constant expansion--fighting wars and opening markets--served as a "gate of escape," helping to deflect domestic political and economic conflicts outward. But this deflection meant that the country's problems, from racism to inequality, were never confronted directly. And now, the combined catastrophe of the 2008 financial meltdown and our unwinnable wars in the Middle East have slammed this gate shut, bringing political passions that had long been directed elsewhere back home.It is this new reality, Grandin says, that explains the rise of reactionary populism and racist nationalism, the extreme anger and polarization that catapulted Trump to the presidency. The border wall may or may not be built, but it will survive as a rallying point, an allegorical tombstone marking the end of American exceptionalism.