Freedom In Congo Square

Chosen as a New York Times Best Illustrated Book of 2016, this poetic, nonfiction story about a little-known piece of African American history captures a human's capacity to find hope and joy in difficult circumstances and demonstrates how New Orleans' Congo Square was truly freedom's heart. Mondays, there were hogs to slop, mules to train, and logs to chop. Slavery was no ways fair. Six more days to Congo Square. As slaves relentlessly toiled in an unjust system in 19th century Louisiana, they all counted down the days until Sunday, when at least for half a day they were briefly able to congregate in Congo Square in New Orleans. Here they were free to set up an open market, sing, dance, and play music. They were free to forget their cares, their struggles, and their oppression. This story chronicles slaves' duties each day, from chopping logs on Mondays to baking bread on Wednesdays to plucking hens on Saturday, and builds to the freedom of Sundays and the special experience of an afternoon spent in Congo Square. This book will have a forward from Freddi Williams Evans (freddievans.com), a historian and Congo Square expert, as well as a glossary of terms with pronunciations and definitions. AWARDS: A Kirkus Reviews Best Book of 2016 A School Library Journal Best Book of 2016: Nonfiction Starred reviews from School Library Journal, Booklist, Kirkus Reviews, and The Horn Book Magazine

Comprehensive study of one of the New World's most sacred sites of African American memory and community.

On December 2, 1863, a bronze statue was placed atop the dome of the United States Capitol. Standing more than 19 feet tall, the figure called “Freedom” was designed and created during a period of great turmoil in American history. But at one point during its creation, it wasn’t clear the statue would even get to its final destination. One man, in particular, played an important role in seeing the statue through to completion. His name was Philip Reid. Born into slavery, Reid grew up on a South Carolina farm, helping various craftsmen such as the blacksmith and the potter. Eventually, he was sold to a man named Clark Mills, who opened a foundry in Washington, D.C. Mills’s foundry was contracted to cast the Freedom statue, but the project was jeopardized when a seemingly unsolvable puzzle arose. And it was Philip Reid who stepped in to solve it.

In 1850 the Detroit River was a major track along the Underground Railroad -- the last step to freedom. The journey across the river was dangerous, especially in winter and especially for a 12-year-old boy. When Louis's father left him in charge of the farm he offered his son this advice, "If you don't know what to do, just do what you think I would have done." Louis relies upon his father's words of wisdom when a runaway slave and her two children come looking for safe passage. In the second title in our Tales of Young Americans series Gloria Whelan -- author of National Book Award winning Homeless Bird -- beautifully creates a suspenseful coming-of-age story while illuminating a difficult time in America's past. Ms. Whelan's narrative again shows the human spirit will forever shine brightly in dark times. Freedom River - part of our Young Americans series - will quickly become a favorite for its important message and look at history from a youngster's eye. Artist Gijsbert van Frankenhuyzen - a Sleeping Bear Press favorite - treats the material as only he can. Each illustrated page demonstrates the same mastery and devotion to his craft as the young heroes he brings to life.

Provides twenty-one activities that kids can do to learn about the Underground Railroad.

Engages readers with incredible stories of people who made daring escapes from slavery. With clever plans and the help of the Underground Railroad, these people escaped enslavement to find freedom. Additional features include a Fast Facts spread, informative infographics, critical-thinking questions, a phonetic glossary, a selected bibliography, an index, information about the author, and sources for further research.

Much of teachers’ attention these days is focused on having students read closely to ferret out the author’s intended meaning and the devices used to convey that meaning. But we cannot forget to guide students to have moving engagements with literature, because they need to make strong personal connections to books of merit if they are to become the next generation of readers: literate people with awareness of and concern for the diversity of human beings around them and in different times and places. Fortunately, guiding both students’ personal engagement with literature and their close reading to appreciate the author’s message and craft are not incompatible goals. This book enthusiastically and intelligently addresses both imperatives, first surveying what is gained when students are immersed in literature; then celebrating and explicating the main features of literature students need to understand to broaden their tastes and deepen their engagement, at the same time they meet external standards; then presenting a host of active methods for exploring all major genres of children’s books; and finally presenting suggestions for interdisciplinary teaching units grounded in literature. Created by noted leaders in the fields of children’s literature and literacy, the book is enlivened by recurring features such as suggested reading lists, issues for discussion, links to technology, and annotations of exemplary books.

In today's developing view of education, a disquieting trend looms—the erosion of students' right to choose what they read. This erosion, fueled by an alarming surge in censorship attempts, casts a shadow over the very essence of intellectual exploration. Recent years have witnessed an unprecedented number of challenges aimed at restricting access to books, targeting themes that embrace human diversity, inclusivity, and the tapestry of life itself. As educators, administrators, and scholars grapple with this critical juncture, Supporting Students’ Intellectual Freedom in Schools: The Right to Read serves as a comprehensive resource they can turn to for support and knowledge. This book is a call to action, resonating with teachers, school librarians, administrators, and scholars who refuse to let censorship erode the foundations of education. As censorship attempts proliferate, its chapters offer fortification, providing educators at all levels with the tools to safeguard students' intellectual freedom. From the hallowed halls of academia to the vibrant classrooms of K-12, the insights within these pages shape curricula, conversations, and a collective commitment to nurturing minds that thrive on diversity and inquiry. In a world clamoring for unwavering advocates of intellectual freedom, Supporting Students’ Intellectual Freedom in Schools is not just a solution—it is a declaration of resolute solidarity in the pursuit of knowledge and the unassailable right to read.