Tag Archives: Wangari Maathai

Book List: 11 Children’s Books About Human Rights

Today is Human Rights Day. It commemorates the day in 1948 when the United Nations General Assembly adopted the Universal Declaration of Human Rights. The Universal Declaration of Human Rights lists basic rights and freedoms that every person should get, regardless of race, religion, sexual orientation, or gender.

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Resources For Teaching About Wangari Maathai and Seeds Of Change

Jill_EisenbergJill Eisenberg, our Resident Literacy Expert, began her career teaching English as a Foreign Language to second through sixth graders in Yilan, Taiwan as a Fulbright Fellow. She went on to become a literacy teacher for third grade in San Jose, CA as a Teach for America corps member. She is certified in Project Glad instruction to promote English language acquisition and academic achievement. In her column she offers teaching and literacy tips for educators. 

Seeds of Change cover
Seeds Of Change

In honor of Wangari Maathai’s birthday on Tuesday, April 1 and upcoming Earth Day later this month, we at Lee & Low Books want to share all the fantastic resources and ideas that are available to educators who are teaching about Wangari Maathai’s legacy and using Seeds Of Change: Planting a Path to Peace.

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10 Great Women of Color Whose Stories You Should Know

In honor of Women’s History Month, we’ve rounded up ten of our books that feature some amazing women of color! From a baseball player to an American politician, these women have helped pave the way for many others.

1. Wangari Maathai, Seeds of Change: Planting a Path to Peace – the first African woman, and environmentalist, to win a Nobel Peace Prize

seeds of change

2. Marcenia Lyle, Catching the Moon: The Story of a Young  Girl’s Baseball Dream – the first woman to play for an all-male professional baseball team

catching the moon

3. Anna May Wong, Shining Star: The Anna May Wong Story – the first Chinese American movie star

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Where Do Boys Belong In Women’s History Month?

Jill_EisenbergJill Eisenberg, our Resident Literacy Expert, began her career teaching English as a Foreign Language to second through sixth graders in Yilan, Taiwan as a Fulbright Fellow. She went on to become a literacy teacher for third grade in San Jose, CA as a Teach for America corps member. She is certified in Project Glad instruction to promote English language acquisition and academic achievement. In her column she offers teaching and literacy tips for educators. 

Irena's Jars Of Secrets
Irena’s Jars Of Secrets

I entered the education field to broaden the minds of a new generation and teach the truths that I felt I had missed or was denied in my own education. Indeed, I was not alone in those motivations. According to the Primary Sources project by Scholastic and the Bill & Melinda Gates Foundation, of the more than 20,000 public school classroom teachers polled, 85% of teachers say they chose the profession in order to make a difference in children’s lives.

Despite my righteous ambitions, once in the classroom, I was hesitant to broach the conversation about gender with a mixed class of boys and girls. So many of my own college classes that focused on social justice and equality issues were almost entirely women.

Acutely aware of my students’ fragile perception of themselves, I was intimidated by the prospect of guiding the discussion. When I was leading a classroom of my own, it was often easier to concentrate on the benign world of synonyms, dictionary skills, main idea, and genre features than push my students to think about what role gender plays in achievement, history, and identity.

I wondered: How do we teach about women’s history and contributions without alienating boys? Will boys disengage if a girl or woman is on the cover or is the main character? In this day and age, do girls still need explicit attention drawn to high-achievers that share their gender?

Leading up to my first month of March as a teacher, I thought I would “just” read more books with women as the central figures during Women’s History Month, but not explicitly point out that these were all women so as not to freak out boys and hope the girls would pick up on my subliminal messages of empowerment….

Face palm

Insert face palm here.

This thinking was a huge disservice to ALL of my students’ educations. As I introduced books with prominent women historic figures or girl characters, I realized if the books were about gender, we would discuss identity and tolerance. Other times if the story just happened to have a girl character, but gender wasn’t a central feature of the story, my scholars just wanted to focus on the great story and how the universal lessons applied to their lives.

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