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Tag Archives | Ann Bausum

Growing a Nonfiction Reader
and Even a Nonfiction Writer

It is more impor­tant to pave the way for the child to want to know 
than to put him on a diet of facts he is not ready to assim­i­late

—Rachel Car­son

One would nev­er guess from the fol­low­ing excerpts that a cer­tain nine-year-old would grow up to write more than 50 non­fic­tion children’s books.  This is from my fourth-grade book­let on Florida:

The Cypress swamp is a part of the Everglades.

The Cypress swamp is small­er than the Ever­glades even though it is a part of the Everglades.

It has Span­ish moss cling­ing from the trees. It has wild ani­mals and love­ly birds.  Maybe even alli­gaters [sic] and crocodiles.

I pulled the usu­al report-writ­ing trick, padding para­graphs with rep­e­ti­tious sen­tences. Only when I depart­ed from facts and reimag­ined my moth­er and father’s trip to Clear­wa­ter did my prose loosen up.

Clear­wa­ter is one place where peo­ple go in Tam­pa, Florida.

Tourists take a hotel near-by and with time off of pack­ing they take a glass­bot­tom boat to Clear­wa­ter.

Amaz­ing­ly, I got an A- (for mis­spelling “depths,” teacher didn’t catch “alli­gaters” because her eyes were prob­a­bly glazed), most like­ly for the maps and draw­ings I includ­ed. While I enjoyed writ­ing sto­ries, writ­ing non­fic­tion was a chore.

Virginia history

Strange Beasts of the PastYet I loved read­ing non­fic­tion. Kids today would revolt if they had to read what we did back then, long blocks of text leav­ened with occa­sion­al two-col­or spot illus­tra­tions. Since that was all we had, we didn’t know the dif­fer­ence. But the non­fic­tion books I checked out of our school library sparkled like stars next to our class­room units.

Our text­books were packed with dates, bat­tles, gen­er­als, and pho­to­syn­the­sis. I earned Ds in Vir­ginia his­to­ry and Cs in sci­ence. Edu­ca­tion­al TV, new in the ear­ly 60s, fea­tured seg­ments even duller. I would sit in the back of the class­room squint­ing at a library book while onscreen a hand dis­sect­ed a lima bean. My fam­i­ly grew lima beans; I would rather learn how to get to Mars.

Strange Beasts of the Past

After ele­men­tary school, I stopped read­ing non­fic­tion. Report writ­ing became even hard­er. Infor­ma­tion seeped in through recre­ation­al read­ing — his­tor­i­cal nov­els and sci­ence fic­tion. Fic­tion tapped into emo­tions pre­vi­ous­ly blunt­ed by facts. Char­ac­ters made me care. Soon I want­ed to know more about the Civ­il War, archae­o­log­i­cal dis­cov­er­ies, Sylvia Plath, and picked up non­fic­tion again. I could have just as eas­i­ly stayed off the non­fic­tion path, but my child­hood curios­i­ty came roar­ing back. In my late teens, I began writ­ing arti­cles for children’s mag­a­zines and, lat­er, non­fic­tion books.

Chil­dren are still tasked with writ­ing reports. But they have a wider vari­ety of sources: the inter­net, vis­it­ing speak­ers, field trips. Best of all, kids today have fab­u­lous non­fic­tion books. A very young child can flip through a board book on the solar sys­tem, pick up a pic­ture book on the sun, segue into a tran­si­tion­al read­er about the plan­ets, then delve into a mid­dle-grade biog­ra­phy on Galileo, assim­i­lat­ing facts at each stage.

Candice Ransome Nonfiction Recommendations

My fourth-grade self would have been deliri­ous to find the inspir­ing non­fic­tion pub­lished in recent years, such as Bal­loons Over Broad­way: The True Sto­ry of the Pup­peteer of Macy’s Parade by Melis­sa Sweet, Moon­shot: The Flight of Apol­lo 11 by Bri­an Flo­ca, And Then What Hap­pened, Paul Revere? by Jean Fritz (best open­ing para­graphs ever!), Barnum’s Bones: How Bar­num Brown Dis­cov­ered the Most Famous Dinosaur in the World by Tracey Fern, A Riv­er of Words: The Sto­ry of William Car­los Williams by Jen Bryant, Stub­by the War Dog: The True Sto­ry of  World War I’s Bravest Dog by Ann Bausum, and Stars Beneath Your Bed: The Sur­pris­ing Sto­ry of Dust by April Pul­ley Sayre.

Bones in the White HouseThe expe­di­tion from my tepid Flori­da report to my lat­est book, Bones in the White House: Thomas Jefferson’s Mam­moth (which com­bines his­to­ry and sci­ence) has been reward­ing because I’ve sam­pled and stud­ied non­fic­tion children’s books that often rival adult nonfiction.

I’ll con­tin­ue to research and write non­fic­tion, help pave the way for new non­fic­tion read­ers, who might also grow up to be non­fic­tion writ­ers.     

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Interview: Ann Bausum

bk_Bausum_CourageClothWith Courage and Cloth: Win­ning the Fight for a Woman’s Right to Vote
Ann Bausum
Nation­al Geo­graph­ic, 2004

inter­view by Vic­ki Palmquist

You state that you weren’t taught women’s his­to­ry in school. (Nei­ther was I. I remem­ber read­ing and re-read­ing the few biogra­phies in the library about Mol­ly Pitch­er, Clara Bar­ton, and Flo­rence Nightin­gale.) When you went look­ing for infor­ma­tion for With Courage and Cloth, how did you start?

I start­ed by vis­it­ing the places where the his­to­ry hap­pened. I went to Seneca Falls. I returned to the Sewall-Bel­mont House so that I could study it with adult eyes (hav­ing met suf­frage leader Alice Paul there when I was a child). I tracked down the loca­tion of the Nation­al Woman’s Par­ty at the time of the pick­ets and retraced the steps suf­frag­ists made on their dai­ly protest march­es to the near­by White House. I climbed on the base of the stat­ue to Lafayette, as women had done in 1918, and dis­cov­ered what it felt like to be perched just above the grounds of Lafayette Park on this slant­ed foun­da­tion. All of these things gave me the spa­tial ground­ing I need­ed to bet­ter under­stand the accounts of his­to­ry that I began to devour and study. It always helps to put your­self in the places and spaces of the peo­ple you’re try­ing to bring to life.

With Courage and Cloth was the third book you had pub­lished. Since then, you’ve had nine more books pub­lished. How has your process changed? If you wrote With Courage and Cloth today, would you approach it differently?

bk_BausumDinosaurMany of the tech­niques I start­ed using for With Courage and Cloth remain at the foun­da­tion of my research and writ­ing process. I still trav­el to the places I’m writ­ing about when­ev­er pos­si­ble. I did my first research in the Library of Con­gress for this book, and I con­tin­ue to return there when­ev­er top­ics fit the col­lec­tions. I con­tin­ue to do exten­sive pho­to research on top­ics, some­thing I’d begun with my first book, Drag­on Bones and Dinosaur Eggs. I began orga­niz­ing my research on note cards with my third book, which I still do, even though it is a painful (lit­er­al­ly) and time-con­sum­ing process. So in many ways I enhanced and honed my writ­ing process through With Courage and Cloth. If I took up this top­ic with fresh eyes, I sus­pect I’d find myself on a famil­iar research road map.

There’s so much to write about on this top­ic, many approach­es to take. How do you devel­op cri­te­ria for nar­row­ing down your content?

I write about what inter­ests me and what I think is impor­tant. I write about what hasn’t been writ­ten about before. I write with con­text so that some­one young can step into the past and not feel dis­ori­ent­ed. Although I write non­fic­tion, I think of myself as a sto­ry­teller — a sto­ry­teller where all the con­tent is true. So when I write, I’m con­struct­ing a nar­ra­tive that not only has to make sense and be accu­rate; it has to be engag­ing. I can’t let tan­gents dis­tract us from the tra­jec­to­ry of our sto­ry. Even favorite facts and side-sto­ries have to be left out, if they don’t con­tribute to the for­ward momen­tum. (Leav­ing things out is painful, but it’s part of the job.) I sus­pect that my process is akin to the process of edit­ing a film, where favorite scenes end up on the cut­ting room floor because they don’t con­tribute to the over­all sto­ry. Or it’s com­pa­ra­ble to build­ing a house where you have to keep the tim­bers in balance.

In the end, I’m writ­ing for myself and the girl I was at 10 or 12 or maybe 14. And I’m writ­ing for the young peo­ple I meet dur­ing author vis­its to schools. I keep the read­er in mind and try to con­struct a sto­ry that sat­is­fies me at my core and will, I hope, inspire a new gen­er­a­tion of read­ers to love his­to­ry and feel empow­ered to take action in their own lives.

From the ear­ly chap­ters of your book, you include women’s suf­frage and the efforts to end slav­ery as often over­lap­ping. In your choic­es on focus­ing the nar­ra­tive, why did you decide to include the anti-slav­ery movement?

I found that I couldn’t iso­late one of these efforts from the oth­er. The two caus­es were linked in his­to­ry, and so they had to be linked in my chron­i­cle. Although the link­age might seem inci­den­tal before the Civ­il War, it became crit­i­cal after­wards because it helped to divide the woman’s suf­frage move­ment. There were peo­ple, such as Lucy Stone, who took com­fort in the grant­i­ng of vot­ing rights to for­mer male slaves, but there were oth­ers, such as Susan B. Antho­ny and Eliz­a­beth Cady Stan­ton, who resent­ed the omis­sion of women from the 14th and 15th Amend­ments. In order to under­stand why we end­ed up with two woman suf­frage orga­ni­za­tions after the Civ­il War, we have to under­stand how the pre-war alliance of activists was shak­en by this post-war out­come for vot­ing rights.

Your descrip­tion of the 1913 suf­frag­ist march in Wash­ing­ton, D.C., held at the time of the Pres­i­den­tial Inau­gu­ra­tion, cul­mi­nates with spec­ta­tors, near­ly 500,000 of them, pri­mar­i­ly men, inter­rupt­ing the parade in force­ful and dis­re­spect­ful ways, not stopped by police. You write that news­pa­per reports of the parade “trans­formed overnight” the suf­frag­ist move­ment into a “nation­al top­ic of dis­cus­sion.” Years after first read­ing your descrip­tion of this parade, I remem­ber it vivid­ly and think of it often when hear­ing about low vot­er turnout. What works well for you in build­ing that type of ten­sion in your narrative?

It takes the right moments in his­to­ry. If an occa­sion held dra­ma at the time, one can rekin­dle it in the retelling. The secret is in the research. The more I know and the more I’ve seen, the bet­ter I’ll be able to bring the events to life. This is where I think my inter­est in pho­to research real­ly helps. I stud­ied every image of that parade that I could find (and it was well-doc­u­ment­ed). I vis­it­ed the route of the march. I read mul­ti­ple accounts of it — from news­pa­pers, from mem­oirs, from his­to­ri­ans. It’s detec­tive work, in a way, as if I’m recon­struct­ing a crime scene. After I’ve stud­ied the his­to­ry from all these angles, I can breathe life into a fresh por­tray­al of what tran­spired. The facts are at my fin­ger­tips, lit­er­al­ly, with note cards, and that frees my brain to share them through the lens of sto­ry­telling, dra­ma and all, as sup­port­ed by the his­tor­i­cal record.

gr_ProgramCover1913March

If all the women in this coun­try went to the vot­ing booth, it would change his­to­ry. Yet, as you wrote, “That said, vot­er par­tic­i­pa­tion — the prac­tice of actu­al­ly vot­ing — has rarely been low­er. Pres­i­den­tial elec­tions, which are always the most pop­u­lar, rarely draw more than about half of eli­gi­ble vot­ers to the polls. Many cit­i­zens nev­er even reg­is­ter to vote.” What can your read­ers do to encour­age women to vote?

Read­ers can share their knowl­edge with oth­ers about how hard women fought to achieve this right, and they can lead by exam­ple. Even read­ers who are too young to vote can par­tic­i­pate in peer elec­tions, vol­un­teer with orga­ni­za­tions such as the League of Women Vot­ers, and advo­cate for fur­ther change. A few states have begun to offer or are dis­cussing poli­cies that auto­mat­i­cal­ly enroll peo­ple as vot­ers when they obtain state forms of iden­ti­fi­ca­tion, such as dri­ver licens­es. These poli­cies make vot­ing a one-step process. Any­time we reduce the com­plex­i­ty of vot­ing, we encour­age vot­er par­tic­i­pa­tion. Con­cerns over vot­er fraud are great­ly exag­ger­at­ed and tend to mask efforts to dis­cour­age broad vot­er par­tic­i­pa­tion. Fight for the right to vote!

bk_Bausum_StonewallYour most recent book, Stonewall, is again about human beings fight­ing for their rights, in this case LGBT cit­i­zens. What ignit­ed your inter­est in human rights?

I grew up dur­ing the 1960s and 1970s, an era dri­ven by fights for human rights and social jus­tice, and I’m sure that frame­work helped to deter­mine my mind­set, helped to set my moral com­pass so that sto­ries of injus­tice res­onate for me. I have always believed in the pow­er of peo­ple to effect change, whether it’s through sci­ence, or lead­er­ship, or social action. I grew up in the South dur­ing the time of inte­gra­tion, the daugh­ter of for­ward-think­ing par­ents, and so the quest for equal­i­ty wasn’t just an abstract con­cept to me. I couldn’t appre­ci­ate the dimen­sions of it ful­ly at the time, but I am con­fi­dent that the strug­gle that played out in every­day ways around me helped to incul­cate me in the con­cept of equal­i­ty. It was part of the air I breathed, and it set me on a course where I’ve always felt empa­thy for sto­ries of injus­tice, and out­rage over sto­ries of injus­tice. I fight with my fin­gers. I hope my words can remind read­ers that the quest for equal­i­ty is nev­er-end­ing. Com­pla­cen­cy is not accept­able. Each gen­er­a­tion must car­ry on the fight.

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Chasing Freedom Companion Booktalks

To get you start­ed on the Book­storm™ Books …

 

Alec’s Primer

Mil­dred Pitts Wal­ter
illus­trat­ed by Lar­ry John­son
Ver­mont Folk­life Cen­ter, 2005

  • Based on the true sto­ry of Alec Turn­er (1845−1923), who learned to read as a boy with the help of his own­er’s daughter

  • Sup­ple­ment the sto­ry with sto­ries and songs from tape-record­ed inter­views with Daisy Turn­er, Alec’s daughter

  • A Carter G. Wood­son hon­or book from a Coret­ta Scott King-win­ning author

 

All Dif­fer­ent Now: June­teenth, the First Day of Freedom

Angela John­son
illus­trat­ed by E.B. Lewis
Simon & Schus­ter, 2014

  • Per­fect­ly and pow­er­ful­ly, 289 words evoke a mon­u­men­tal event

  • Back mat­ter includes author and illus­tra­tor notes, impor­tant dates list, short his­to­ry of June­teenth, and a glossary

  • Coret­ta Scott King Award-win­ning author and illustrator

 

Cross­ing Bok Chit­to: A Choctaw Tale of Friend­ship and Free­dom 

Tim Tin­gle
illus­trat­ed by Jeanne Rorex Bridges
Cin­co Pun­tas Press, 2006

  • Set in the Old South, Cross­ing Bok Chit­to is an Indi­an book, writ­ten by Indi­an voic­es, and paint­ed by an Indi­an artist” (from the author’s note)

  • Sev­en slaves cross to free­dom, led by a young Choctaw girl; adds a new per­spec­tive to the estab­lished escape literature

  • Back mat­ter includes short pro­file of the Choctaw nations and a note on Choctaw storytelling

 

Eliz­a­beth Leads the Way: Eliz­a­beth Cady Stan­ton and the Right to Vote

Tanya Lee Stone
illus­trat­ed by Rebec­ca Gib­bon
Hen­ry Holt, 2008

  • The girl­hood and young adult years of a lead­ing famous suffragist

  • Author’s note includes a brief overview of Cady Stanton’s life and pub­lic image

  • ALA Notable, Junior Library Guild Pre­mier Selec­tion, 2009 Amelia Bloomer Award Book

 

Har­ri­et Tub­man, Secret Agent: How Dar­ing Slaves and Free Blacks Spied for the Union dur­ing the Civ­il War

Thomas B. Allen
illus­trat­ed by Car­la Bauer
Nation­al Geo­graph­ic Chil­dren’s Books, 2006

  • Com­bines the sto­ry of Har­ri­et Tub­man’s post-Under­ground Rail­road work as spy and mil­i­tary leader with a his­to­ry of the abo­li­tion­ist move­ment and the Civ­il War

  • Back mat­ter includes time line, a bib­li­og­ra­phy, and notes and quote sources

  • Includes some secret codes to decipher!

 

Heart and Soul: the Sto­ry of Amer­i­ca and African Americans

writ­ten and illus­trat­ed by Kadir Nel­son
Balzer+Bray, 2012

  • …a grand and awe-inspir­ing sur­vey of the black expe­ri­ence in Amer­i­ca, deliv­ered in 108 pages” (Wal­ter Dean Myers)

  • Coret­ta Scott King win­ner (author) AND Coret­ta Scott King hon­or (illus­tra­tor)

  • Back mat­ter includes author’s note, time­line, exten­sive bibliography

 

I Could Do That! Esther Mor­ris Gets Women the Right to Vote

Lin­da Arms White
illus­trat­ed by Nan­cy Car­pen­ter
Far­rar, Straus& Giroux, 2005

  • Pic­ture book (some­what fic­tion­al­ized) biog­ra­phy of woman who was instru­men­tal in the suc­cess­ful fight for women’s suf­frage in Wyoming — 51 years before it was won nationally

  • Back mat­ter includes author’s note and resources

  • Humor­ous  illus­tra­tions expand the kid-appeal of the story

 

Many Thou­sand Gone: African Amer­i­cans from Slav­ery to Freedom

Vir­ginia Hamil­ton
illus­trat­ed by Leo and Diane Dil­lon
Knopf, 1993

  • Giant-heart­ed book from three children’s lit­er­a­ture giants

  • 250 years of slav­ery in the U.S. told through pro­files of slaves and freed people

  • Pre­sent­ed in chrono­log­i­cal order, each chapter/profile includes a stun­ning black and white illus­tra­tion by the Dillons

 

 

March­ing with Aunt Susan: Susan B. Antho­ny and the Fight for Women’s Suffrage

Claire Rudolf Mur­phy
illus­trat­ed by Stacey Schuett
Peachtree, 2011

  • The nar­ra­tive is from the point of view of Bessie Kei­th Pond, a (real) ten-year old Cal­i­for­nia girl, which cre­ates engag­ing imme­di­a­cy to the history

  • Exten­sive back mat­ter — per­fect for report writing

  • Amelia Bloomer project 2012 book list

 

Moses: When Har­ri­et Tub­man Led Her Peo­ple to Freedom

Car­ole Boston Weath­er­ford
illus­trat­ed by Kadir Nel­son
Jump at the Sun/Hyperion, 2006

  • Calde­cott-hon­or for Nelson’s stun­ning illus­tra­tions; most are dou­ble-page spreads

  • Unique three-voiced nar­ra­tive that is easy to fol­low and con­veys the pow­er of Tubman’s per­son­al mis­sion; we hear the sto­ry­teller, Har­ri­et Tub­man, and the voice of God as she hears it

  • Author is an NAACP image award final­ist and Carter G. Wood­son Award win­ner; author’s note includes con­cise biog­ra­phy of Tubman

 

Trav­el­ing the Free­dom Road: From Slav­ery and the Civ­il War through Reconstruction

Lin­da Bar­rett Osborne
Hen­ry N. Abrams, Inc., 2009

  • Pub­lished in asso­ci­a­tion with the Library of Con­gress, it’s loaded with pri­ma­ry sources — doc­u­ments and images

  • Nar­ra­tive focus­es on young peo­ple and includes many first-per­son rec­ol­lec­tions of the time period

  • Library of Con­gress author video and oth­er resources to sup­ple­ment reading

 

With Courage and Cloth: Win­ning the Fight for a Wom­an’s Right to Vote

Ann Bausum  
Nation­al Geo­graph­ic, 2004

  • Detailed, pho­to-illus­trat­ed his­to­ry of women’s suf­frage in the U.S. from a Sib­ert hon­or and Carter Wood­son Award author

  • Just why is “cloth” so impor­tant? A per­fect top­ic for research and discussion

  • Back mat­ter galore for reports

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Bookstorm™: Chasing Freedom

Bookstorm Chasing FreedomIn this Bookstorm™:

Chasing FreedomChasing Freedom

The Life Jour­neys of Har­ri­et Tub­man and Susan B. Antho­ny, Inspired by His­tor­i­cal Facts
writ­ten by Nik­ki Grimes
illus­trat­ed by Michele Wood
Orchard Books, 2015

As Nik­ki Grimes writes in her author’s note for this book, “His­to­ry is often taught in bits and pieces, and stu­dents rarely get the notion that these bits and pieces are con­nect­ed.” Bookol­o­gy want­ed to look at this book for a num­ber of rea­sons. We hope that you will con­sid­er the remark­able sto­ries of free­dom fight­ers Har­ri­et Tub­man and Susan B. Antho­ny and the moments in his­to­ry that the author reveals. We hope that you will study the illus­tra­tions by Michele Wood and dis­cuss how each spread in the book makes you feel, how African motifs and quilt pat­terns are made an inte­gral part of the book’s design, and how the col­or palette brings strength to the con­ver­sa­tion between these two women. 

This con­ver­sa­tion between these two women nev­er took place. The sub­ti­tle reads “inspired by his­tor­i­cal facts.” Nik­ki Grimes imag­ines a con­ver­sa­tion that could have tak­en place between these two women, solid­ly drawn from the facts of their lives. Is this a new form of fic­tion? Non­fic­tion? You’ll have a mean­ing­ful dis­cus­sion about the dif­fer­ences between fact, fic­tion, infor­ma­tion text, non­fic­tion, and sto­ry­telling when you dis­cuss this with your class­room or book club.

In each Book­storm™, we offer a bib­li­og­ra­phy of books that have close ties to the the fea­tured book. For Chas­ing Free­dom, you’ll find books for a vari­ety of tastes, inter­ests, and read­ing abil­i­ties. The book will be com­fort­ably read by ages 7 through 12. We’ve includ­ed pic­ture books, non­fic­tion, videos, web­sites, and des­ti­na­tions for the pletho­ra of pur­pos­es you might have. There are many fine books that fall out­side of these para­me­ters, but we chose to nar­row the selec­tion of books this time to those that fol­lowed the fight for wom­en’s right to vote from the 1840s to 1920 and those that fol­lowed slav­ery in Amer­i­ca until the Eman­ci­pa­tion Procla­ma­tion and a few years beyond. These are the major con­cerns behind the work of Har­ri­et Tub­man and Susan B. Anthony.

AFRICAN AMERICANS’ RIGHT TO BE FREE

Cel­e­brat­ing Free­dom. Two recent books are includ­ed, one deal­ing with the Eman­ci­pa­tion Procla­ma­tion and the oth­er with how freed peo­ple lived in New York City in Seneca Vil­lage, which would even­tu­al­ly become Cen­tral Park.

Har­ri­et Tub­man. We’ve cho­sen a few of the many good books about this free­dom fight­er, trail blaz­er, and spir­i­tu­al­ly moti­vat­ed woman.

His­to­ry. From Book­er T. Wash­ing­ton’s auto­bi­o­graph­i­cal Up from Slav­ery to Julius Lester’s To Be a Slave through to Kadir Nel­son’s Heart and Soul: the Sto­ry of Amer­i­ca and African Amer­i­cans, you’ll find a num­ber of books that will fas­ci­nate your stu­dents and make fine choic­es for book club discussions.

Under­ground Rail­road. One of our tru­ly hero­ic move­ments in Amer­i­can his­to­ry, we’ve select­ed books that chron­i­cle the work, the dan­ger, and the vic­to­ries of these free­dom fight­ers, of which Har­ri­et Tub­man was a strong, ded­i­cat­ed member. 

WOMEN’S RIGHT TO VOTE

Susan B. Antho­ny. Often writ­ten about, we’ve select­ed just a few of the many books about this woman who under­stood the hard­ships women faced and the neces­si­ty for them to be able to vote, to have a voice in government.

More Suf­frag­ists. Many women around the globe fought for their right to vote and the fight con­tin­ues in many coun­tries. We’ve select­ed sev­er­al books that fall with­in our time frame.

Let us know how you are mak­ing use of this Book­storm™. Share your dis­cus­sions, class­room inclu­sion, or send us a pho­to of your library display.

(Thanks to Mar­sha Qua­ley and Claire Rudolf Mur­phy for shar­ing their con­sid­er­able knowl­edge and insight about books for this Bookstorm™.)

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Bank Street’s 2010 Choices

We eager­ly await the annu­al list of books cho­sen by the Bank Street Col­lege of Edu­ca­tion as books that work well with chil­dren from birth to age 14. Each year, the Chil­dren’s Book Com­mit­tee reviews over 6000 titles each year for accu­ra­cy and lit­er­ary qual­i­ty and con­sid­ers their emo­tion­al impact on chil­dren. It choos­es the best 600 books, both fic­tion and non­fic­tion, which it lists accord­ing to age and category.… more
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