Jennifer Baumgardner and Amy Richards, authors of Manifesta: Young Women, Feminism, and the Future, lead a dynamic panel of feminists including Alix Kates Shulman, Farai Chideya, and Marisa Meltzer in a discussion of where feminism is today and where it needs to go in the twenty-first century. This event took place at the Elizabeth A. Sackler Center for Feminist Art on March 20, 2009. Video courtesy Elizabeth A. Sackler Foundation.

In an editorial several years ago, I described a tree house in the backyard of a local restaurant. I wrote, "The entire structure has been pieced together from recycled lumber, much of which still bears the paint, logos or posters of the original walls from whence it came. The generous platform is ringed by a sturdy fence that includes branches of the tree itself, random two-by-fours, wooden signs, and even a pair of moose antlers. The 'house' is more of a lean-to, tall enough for kids (but not adults) to stand up inside, with a screened door and two screened windows positioned so occupants can easily spy on the diners below or out over the adjacent parking lot. A green padded bench that looks like it had once belonged in a diner adequately furnishes the space. Underneath the tree house hangs a rope swing, from which kids can fling themselves into a thick layer of hay on the grass."

Fast forward to this summer. The restaurant revamped their backyard, including the tree house. The railing now consists of uniform boards about three inches apart. The house is reached not by a ladder and trapdoor, but via a bona fide staircase. The screen door is gone, the windows are covered in glass, and several of the tree's branches have been pruned back to discourage climbing. But the worst part, according to my 10-year-old, is that the rope swing has disappeared. Matthew declared the whole structure "boring." In today's world, kids have far less freedom than in previous generations. Their lives are more controlled-sometimes because of parents' fears of an increasingly dangerous society, but often because we've somehow come to believe that to grow into successful adults, children's activities must be channeled, scheduled and programmed from infancy.

Danger comes in many forms, from a stranger encountered on the way to school (who may be a neighbor out walking his dog, but you never know), to free time not filled with "enriching" activities. But, in my opinion, kids need a little danger in their lives. They need to test their boundaries, to learn how to climb a ladder and squeeze through a trapdoor. They need to hurl themselves into a pile of hay and learn it's best not to land on your face. If grown-ups clean up their world too much, kids will never learn how to push themselves. They'll never have the satisfaction of trying things that are a little scary, a little off their parents' radar, and accomplishing something that belongs just to them.

One of the few places kids can still push their limits is with books. It's possible to step outside your safe life with a story, or try new ideas on for size. But many adults want to clean up their kids' reading choices as well. I know parents who abhor Barbara Park's perennially popular Junie B. Jones chapter books because the spirited Junie isn't a good role model, or won't read Winnie the Pooh because Christopher Robin can't spell very well. I also know a lot of authors who are afraid to write books that are slightly subversive because they worry editors won't publish them. But for every parent who insists on only "safe" reading for their child (and it's every parent's right to do so), there are at least two parents who believe it's okay for kids to wade into the danger zone through fiction. I'm not advocating murder mysteries for preschoolers here, just books that might be considered slightly uncivilized, or more entertaining than educational. Let's look at some popular examples:

When I first saw Walter, the Farting Dog by William Kozwinkle and Glenn Murray, illustrated by Audrey Colman (a picture book whose plot needs no explanation), I was worried that children's publishing might be sinking a little too low. But as it started winning awards and spawning sequels, I changed my opinion. Let's face it: farting makes kids laugh. And if your child finds this book hysterical, you should be glad. In order to get the joke, kids need to know that noisy bodily functions are considered impolite. Laughing about them is one of the perks of childhood. Don't worry, they'll outgrow it.

A picture book coming out this December that's already creating a buzz is 17 Things I'm Not Allowed to Do Anymore by Jenny Offill, illustrated by Nancy Carpenter. The heroine utters such statements as "I had an idea to staple my brother's hair to his pillow. I am not allowed to use the stapler anymore." She also glues her brother's bunny slippers to the floor, and shows Joey Whipple her underpants. Both big No's. This ingenious story should satisfy two camps of parents; those who want kids to see consequences for inappropriate behavior, and those who don't mind letting their kids live vicariously through a curious, mischievous character. A pop-up book due out later this month from three publishing powerhouses-Maurice Sendak, Arthur Yorinks and Matthew Reinhart-lets young children face the monsters hiding in their closets and come out on top. In Mommy?, a young boy wanders into a haunted house looking for his mother and encounters creatures like a goblin, a mummy, and Frankenstein. Instead of running scared, the boy pulls pranks on each monster, deflating their power and showing how humor conquers fear every time.

Speaking of scary, if you haven't read any of the enormously popular Series of Unfortunate Events middle grade novels by Lemony Snicket, do so. With titles like The Bad Beginning, The Miserable Mill, and The Penultimate Peril, and cautions from the author such as, "If you are interested in stories with happy endings, you would be better off reading some other book," these are clearly stories where adults dare not tread. But children brave enough to venture between the covers will find hilarious plots full of nail-biting twists. The intelligent Baudelaire orphans have unusual skills (Violet for inventing, Klaus for reading and researching, and baby Sunny for biting) that make them admirable heroes.

Lauren Myracle enters the private world of teen girl talk in her young adult novels TTYL and TTFN. The titles alone might raise some parents' suspicions because unless they're well-versed at IM (instant messaging), they won't know what the abbreviations stand for. In fact, the entire novels consist of conversations between three high school girls written in emails, text-messaging and IM's, using the standard computer shorthand that includes abbreviated spelling and quirky syntax. If you're not an IMer yourself, you'll find the books somewhat difficult to read. But you and I aren't the target audience here. And though the format might keep adults from examining the books too closely, the plots are standard upper young adult fare-relationships, family trauma, peer pressure, even drugs and alcohol-handled in a believable manner that conveys growth of character by the end of each story.

As an author, if you're inspired to delve into the slightly dangerous, dark or subversive corners of childhood with your books, feel free to do so. Don't limit yourself to all that's bright, safe and up to code. Allow kids places where they can wander away from their parents' watchful eyes and have an adventure. If the adventure's in a book, they'll always come home safe and sound. And if you're still not convinced, consider this: In the backyard of the restaurant, the tree house now sits empty. But the books I've described above are flying off the shelves.

This article excerpted from Children's Book Insider, The Newsletter for Children's Writers. More information at http://write4kids.com

Laura Backes

AlJazeeraEnglish--February 20, 2011--Budget problems are forcing state governors across the US to propose drastic measures to balance the books. In the state of Wisconsin, roughly 100000 people turned up for a fifth straight day of protests. Public sector workers accuse the state's Republican governor of using the crisis as a reason to attack their union rights. Roger Wilkison reports.Copyright Al Jazeera 2011 § 107.Limitations on exclusive rights: Fair use Notwithstanding the provisions of sections 106 and 106A, the fair use of a copyrighted work, including such use by reproduction in copies or phonorecords or by any other means specified by that section, for purposes such as criticism, comment, news reporting, teaching (including multiple copies for classroom use), scholarship, or research, is not an infringement of copyright. In determining whether the use made of a work in any particular case is a fair use the factors to be considered shall include — (1) the purpose and character of the use, including whether such use is of a commercial nature or is for nonprofit educational purposes; (2) the nature of the copyrighted work; (3) the amount and substantiality of the portion used in relation to the copyrighted work as a whole; and (4) the effect of the use upon the potential market for or value of the copyrighted work. Wisconsin fifth day protests unions rally for rights standoff Wisconsin governor demonstrations protesters

Looking for a way to encourage your students' interest in a topic?  Trade books can provide the needed spark.  Trade books, which are primarily designed to entertain and inform outside the classroom, can be used successfully in the classroom to heighten motivation in your students.  Trade books cover just about every topic under the sun, so you can probably find a book that will align with your curriculum objectives in such a way as to help your students see the applicability of the topic. Students may show a keener interest in the lively way a trade book presents material over the stilted writings in a textbook.  While textbooks cover a topic in a prescribed way, a trade book may introduce or expand upon a topic by including it in a fictional setting, or alternatively, a non-fiction account from real life.

Classroom activities can be built around the book's topic, so in addition to the reading practice and vocabulary development, all types of offshoot activities can be developed.  Depending on the book, there may be several ways to explore the concepts presented in the story or account.  Possibilities for math, science, social studies, geography, history, economics, and more may exist using the book as a jumping off point.  Here are some ideas on how to use a trade book in the classroom.

Interest is fundamental.  Since the primary reason for introducing a trade book into the classroom is to create interest in a topic, look for books which tell a story which is engaging.  Humor helps since many children enjoy humor and they may read with more attention if it is presented in a funny way.  The book can still present serious topics and ideas.  Another tip is to select books which address the interests of your students' age group.  Elementary students tend to like stories about animals, children their own age, and fairy tales.  Middle school students are often like adventures, science fiction, and mysteries.  High school students enjoy books written for grown-ups - biographies, general fiction, adventures, mysteries, historical novels, and science fiction.

Check for special features.  Books with special features add more educational value.  For instance, books with glossaries can aid vocabulary development.  Books with research notes, bibliographies listing more potential material for exploration, and website listings related to the topic can assist you in developing teaching materials or assist students in writing reports.  Recipes can make for fun learning experiences.  Maps provide visual orientation for written descriptions.  Drawings and photographs can provide precise information on the physical aspects of an object.  All of these features can be used to enhance your students' understanding of the teaching objective.

 Reinforce literacy skills.  Almost any trade book can be used to support literacy skill development and reinforcement.  Besides providing reading practice, trade books can be used to support vocabulary development, story telling skills, writing skills, and even editing skills.  Some publishers provide reading grade-level score information for their books.  Many do not, as there is the perception that doing so many prevent some readers who would otherwise be interested, from reading the book.  Most schools grant credit to students who read books beyond assigned reading as a method of encouraging reading practice.  The Accelerated Reader Program is used by over 73,000 schools nationwide.  The database for this service includes more than 120,000 books, but is limited when you consider that according to Publishers Weekly around 30,000 new children's books are published each year.  You may wish to allow a wider choice in books than those currently in the Accelerated Reader Program database.  Have students write a few paragraphs summarizing the story to prove they have read the book.  A child may be really interested in cars and willing to spend time reading about vintage models or auto repair but not be particularly interested in Tom Sawyer.

Search for resources.  Search the internet for teaching resources designed for the book you have selected.  Some publishers provide lesson plans, worksheets, discussion questions, and other teaching material to complement their books.  Visit the publisher's website or the author's website to see what might be offered.  You can also do this in reverse to find a book to use.  Search the internet using keywords like "teaching materials", "teaching aids", "lesson plans", "lesson plan", "teaching ideas", "teaching resources", or "teaching activities".  You can also search for particular lesson plan topics and you may find a publisher who has developed material for a related book.

 Read, discuss, then act.  Start the new lesson by having students read the book you have selected.  This can be done as homework or an in-class activity depending on your objectives and available time.  Then begin a discussion of the book bringing out the aspect related to your teaching objective.  Follow the discussion by actively using the material related to your teaching objective.  For instance, if your objective is for students to understand a historical event, have your students:

a.  construct timelines,

b.  create dioramas,

c.  assemble costumes,

d.  reenact the event,

e.  participate in a mock game show where the students are divided into teams and answer questions related to the event,

f.  create poster board displays,

g.  draw pictures depicting the event,

h.  or write their own story incorporating the historical event. 

 Any or all of these activities will make the lesson more interesting to your students.

 You might also consider inviting the author to your classroom or the author may offer an e-mail exchange service where your students can interact with the author directly to ask questions about the book.  The author's enthusiasm for the topic is often infectious and students can connect to the material through the author.

 Engage your students' imagination and curiosity.  Use trade books to bring fresh excitement to your classroom.  You can develop teaching materials to fit your teaching objectives or you may be able to find teaching resources ready for use on the internet.  In either case, you can enliven a potentially dull topic and captivate your class by taking advantage of a trade book.

Celia Webb