The Parenting Handbook by Raymond Frye

Parenting Techniques Behavior & Learning In Simple Methods Anyone Can Apply Helping Your Child Learn Responsible Behavior Books For Children Preparing Your Child For College Schools Without Drugs Helping Your Child Succeed in School Helping Your Child Learn Geography Helping Your Child Get Ready for School Helping Your Child Learn History Helping Your Child Learn Math Helping Your Child Learn To Read

Helping Your Child Learn Responsible Behavior (with activities for children) Contents Introduction What Do We Mean By Responsibility? How Can Parents Encourage Responsible Behavior? Activities Getting to Know Others Magic Words, Caring Deeds Gifts From the Heart Honesty, the Best Policy There's a Monster in My Room! Bully Helping Out A Job Well Done Our Heroes! OOPS! Will You Be My Friend? Share a Story Parents and the Schools Bibliography Acknowledgments

Introduction Our children deserve to learn important lessons from us and to acquire important habits with our help. They need help in learning what matters to us. We want our children to grow up to be responsible adults. We want them to learn to feel, think, and act with respect for themselves and for other people. We want them to pursue their own well-being, while also being considerate of the needs and feelings of others. Today, there is wide recognition that many of our children are not learning to act responsibly while they are young. Studies show that many children see nothing wrong with cheating on tests. Some see nothing wrong with taking things that don't belong to If proper attitudes and behavior are not learned early, problems can mushroom with even worse consequences when children are older. As crime has increased, teen-age offenders have shown less and less feeling for their victims. But even for the youngsters who will never commit a crime, it is better to learn responsibility when they are young, rather than when they are older and they have to change bad habits.

This booklet focuses on practical suggestions for helping young children appreciate the importance of acting responsibly in their everyday lives. Further, it provides ideas on how to help them make responsible choices, and stick with them, even when doing so is hard and the material rewards are few. Many parents will also want to share with their children deeply held religious and moral convictions as a foundation for ethical behavior. This booklet discusses habits of fairness, respect, courage, honesty, and compassion that responsible people share, and it can be used by parents with different beliefs. As parents, we can give our children the best in us by helping them acquire habits and character traits that they can rely on in their own lives. If we help them lean to take pleasure in thinking and behaving well, they will have the best chance to lead good lives as individuals and as citizens in the community. This will be true no matter what unpleasant situations or bad influences they come across.

What Do We Mean by Responsibility? None of us is born acting responsibly. A responsible character is formed over time. It is made up of our outlook and daily habits associated with feelings, thoughts, and actions. Responsible people act the way they should whether or not anyone is watching. They do so because they understand that it's fight and because they have the courage and self-control to act decently, even when tempted to do otherwise. We want our children to appreciate the importance of being responsible. We also want them to develop the habits and strength to act this way in their everyday lives. Learning to be responsible includes learning to * respect and show compassion for others; * practice honesty as a matter of course; * show courage in standing up for our principles; * develop self-control in acting on our principles; * maintain self-respect.

Respect and Compassion for Others As part of bring responsible, children need to respect and show concern for the well-being of other people. Respect ranges from using basic manners to having compassion for the suffering of others. Compassion is developed by trying to see things from the point of view of others, and learning that their feelings resemble our own.

Daddy, why was Grandma crying? She is very sad. One of her closest friends just died. Come and sit with me. Do you remember how you felt when your gerbil, Whiskers, died? I felt sad and lonely. I'm sure Grandma feels that way, too. Maybe you can think of a way to help her. I could give her a hug... That's a great idea! I'm really glad you thought of it. Respect for others also includes the habit of treating people fairly as individuals, regardless of race, sex, or ethnic group. As we mature, respect includes realizing that not all our obligations to others, such as caring for a family member who is sick, are chosen freely. And it includes tolerance for people who do not share our beliefs or likes or dislikes, as long as they do not harm others. These habits are especially important because many of the wrongs people commit result from indifference to the suffering they cause. Honesty Honesty means telling the truth. It means not misleading others for our own benefit. It also means trying to make decisions, especially important ones, on the basis of evidence rather than prejudice. Honesty includes dealing with other people and being honest with ourselves. To understand the importance of being truthful to others, our children need to learn that living together depends on trust. Without honesty, trusting each other becomes impossible. Honesty with ourselves involves faring up to our own mistakes and biases, even when we have to admit them to others. It includes self-criticism. The point is to learn from our errors and to do our best to correct them, not to dwell on them. Courage Courage is taking a position and doing what is right, even at the risk of some loss. It means being neither reckless nor cowardly, but faring up to our duties. It includes physical courage, intellectual courage to make decisions on the basis of evidence, and moral courage to stand up for our principles. Courage does not mean never bring afraid. It can involve trying to overcome our fears, such as a fear of the dark. But our children also need to lean that sometimes it is all right to be afraid.

Daddy, a man showed us money by the school playground today. What did you do? We ran for the teacher. Why did you do that? We were scared. You and Mommy and our teacher Mrs. Jones said never take anything from grownups we don't know. Run away. Go and tell somebody we know. Good for you. It was right to be scared. Lots of people are nice, but some are very mean. They can hurt you. The mean ones sometimes try to fool people by pretending to be nice. Now, tell me, what did the man look like? Courage becomes especially important by the time children become teenagers. They often have to stand up against peer pressure to do the wrong thing, such as using drugs. Self-Control Self-control is the ability to resist inappropriate behavior in order to act responsibly. It relates to all of the different aspects of responsibility mentioned so far, including respect and compassion for others, honesty, and courage. It involves persistence and sticking to long-term commitments. It also includes dealing effectively with emotions, such as anger, and developing patience.

How Can Parents Encourage Responsible Behavior? Everyday Experiences Especially when they are young, children learn best about responsibility in concrete situations. What they do and what they witness have lasting effects. Most of the activities described in this book are for you and your child. We are always teaching our children something by our words and actions. They learn from seeing. They learn from hearing. They learn from overhearing. They learn from us, from each other, from other adults, and by themselves. All of us acquire habits by doing things over and over again, whether in learning to play a musical instrument, to pick up after ourselves, to play games and sports, or to share with others. The best way to encourage our children to become responsible is to act as responsibly as we can in their presence. We must genuinely try to be the sort of people we hope they will try to become. We can show them by our words and by our actions that we respect others. We can show them our compassion and concern when others are suffering. They need to see our own self-control, courage, and honesty. They need to learn that we treat ourselves, as well as others, with respect, and that we always try to do our best. As they grow older, they should have the chance to learn why we live as we do.

Daddy, why are you leaving that note on the garbage can? There is broken glass inside, Matthew, and I don't want the garbage collectors to get hurt because of me. I am warning them about the glass. Are they your friends? No. I don't know them. But you don't want them to get hurt... As our children watch us daily, as we talk to them, encouraging their questions and trying to answer them thoughtfully, they begin to understand us--and we begin to understand them. Understanding each other well is the best way to teach our children respect for our ideals of good character.

Children can learn all sorts of lessons from stories. They might learn about courage by reading about David standing up to Goliath. Or they might learn the value of persistence and effort from The Little Engine That Could. When they are older, reading can help prepare children for the realities and responsibilities of adulthood. It is usually better for children to read a good book about such things as war, oppression, suicide, or deadly disease before seeing these things up close. When our children grow up they often remember stories that were told to them by family members when they were young. When we tell stories to our children, we should remember old favorites of ours, like The Three Little Pigs, not leaving out a single time the wolf says, "I'LL HUFF, and I'LL PUFF, and I'LL BLOW YOUR HOUSE IN!" Developing Judgment and Thoughtfulness Judgment on ethical issues is a practical matter. Children develop their capacity for judging what is a responsible act, just as they come to appreciate the meaning of responsibility, through practice. Especially when they are young, children need to see moral questions in terms that are meaningful to them. We can also help our children develop good judgment by talking through complicated situations with them. One way is to help them understand the long-term consequences of different choices. If they tell us about a story they have read, we might ask them to imagine what the result might have been if a favorite character had acted differently. Sometimes, it can be difficult to know the difference between acting bravely and acting recklessly or how to balance duties when they conflict. As parents, we can help by making it clear, through what we do as well as what we say, that it is important in such situations to think carefully and honestly about what should be done, as well as to keep in mind how others will be affected by what we do. Your child's ability to reason about different issues, including ethical ones, will improve as your child matures. Just as reasoning can lead to a more thoughtful understanding of responsibility, or what actions to take in complicated situations, it may also become easier to rationalize selfish or reckless behavior. But if you have helped your young child develop strong habits of considering the welfare of others, honesty, courage, and admiration for worthy accomplishments, your child will have a solid foundation on which to build.

Activities As parents, sometimes we think that we must set aside particular times or create special situations in order to teach

our children. But that is far from the truth when it comes to learning about responsibility. While it is important to have some times together when you won't be disturbed, the most ordinary situations in everyday life are filled with opportunities for sound teaching, if parents pay attention to them. This booklet contains activities to encourage habits of responsibility in your child. Most of them are not, however, the kind of activities that you can do together for half an hour once a week. Instead, they are more like rules of thumb, ideas to build on. They illustrate the concepts introduced in the previous sections. They should stimulate your own thinking and your own ideas. Just remember one thing: teaching our children about responsibility doesn't mean that we can't laugh or that we have to be grim. Our children should see that we can be serious about our principles, while still being able to play and have fun.

Dad, can I show you what we did in ballet class today? Sure. It was hard. We had to get way up on our toes and then twirl around like this. Great. Let me try it. . .oops! Now, what's so funny about that? Well, OK. I guess we aren't all as graceful as you are. Getting To Know Others Children need to be shown and taught respect for others. Other people have feelings and hopes, just as we do. We have much to learn from each other from people who live far away and from those who lived long ago. What to do 1. Set a good example by acting respectfully toward others. Always make clear that prejudice is wrong and that all of us are equals, no matter our color, gender, or background. 2. Show an interest in learning about and from others--from neighbors and relatives, and from books about our own and other civilizations. Tell your child interesting things you have learned.

others. 4. Listen attentively when your child wants to tell you about interesting things discovered about history, geography, religions, art, and ways of life.

We can help our children understand that there are often things to learn from those who lived in the past and from those whose lives are different from our own. We can teach our children to behave respectfully toward people and not pre-judge them. Sometimes, however, we must make it clear that some people behave in ways that are harmful, and such behavior should not be tolerated.

Magic Words, Caring Deeds The magic words are "please" and "thank you." There are other manners we are constantly teaching our children as well. What you'll need Chairs Table Paper Pen Crayons, markers Plates, cups, forks, spoons What to do 1. Show your children the manners you expect at home first. The next time you eat dinner together, have the children pretend they are eating in a restaurant. How should they talk to each other? What should they say when the waiter brings their food? Or have the children pretend they are riding in a bus. What should they do if the bus stops suddenly and they bump into someone? How should they carry a large package on the bus? 2. The next time your children mention something nice that another person did for them, suggest they write a thank you note. It doesn't have to have a lot of words. It can have pictures as well. 3. You, too, can write short notes to your child to indicate your appreciation for something done right.

the practice they need without embarrassing us or themselves. As you teach the importance of manners, you may need to be honest about what your child can expect form others. Mom, why do you make such a fuss when I chew with my mouth open? Because it's ugly for other people to see. Good manners show respect for other people. What's respect? It means caring how other people feel. If I care about them, will they care about me? Not always, Paul. Some people don't care and never will, no matter how kind we are to them. But in our family, we do care. Gifts From the Heart Have your child give a gift of himself at the next holiday or any time he wants to do something nice for someone else. What you'll need Crayons, pencils, paints, or other art supplies Paper Packaging from around the house Your child's special gift

What To Do 1. Talk to your child about gift giving. What does it mean to give something to someone else? 2. Instead of buying a gift, have your child make a gift. Does your child have a special talent? Maybe your child would like to sing or write a song for a relative? Is there a chore your child could do? Maybe wash the dishes for a week. Is there a special toy that could be loaned to a sister or brother for a week? 3. Use materials from around the house so that little, if any, money is spent. 4. If the gift is an activity or chore, have your child make a card with a note on it, telling what the gift will be. 5. Have your child use imagination in making an inviting package. Perhaps your child could paint a small rock and wrap it in a big box. Or make an envelope out of the comics from the Sunday newspaper.

Most young children don't have money to buy a gift for a friend or relative. You can teach your child that a gift that shows effort and attention can mean more than a gift from the store. Honesty, the Best Policy Children need to learn that benefiting from manipulating or lying to others is dishonest and unworthy of them.

What to do 1. Tell the story about the boy who cried "Wolf!" so many times to get attention that when the wolf finally came, no one believed him. 2. Ask your child if anyone has ever lied to her. How did that make her feel? 3. Be careful to follow through on things you say to your child. Commitments that may seem minor to you can mean a lot to your child. Make promises and keep them.

Our children need to learn about the importance of trusting each other in our everyday lives. Without honesty, trust becomes impossible. There's A Monster In My Room

Sometimes our children have needless fears that we can help them overcome. What to do 1. Listen when your child mentions a fear, even if it sounds silly to you. 2. With your child, come up with a plan for facing up to the fear. 3. Go through the plan together. Let your child take the step that confronts the fear, although it may be helpful for you to be there.

Children should learn not to allow others to mistreat them. At the same time, we want them to learn how to reach understandings peacefully, whenever possible. Bully Children should learn not to allow others to mistreat them. At the same time, we want them to learn how to reach understandings peacefully, whenever possible.

What to do 1. Listen to your child and find out if others are not treating your child as they should. This will encourage your child to trust you and come to you when there is a problem. 2. Help your child consider various ways of dealing with a particular problem. 3. If the problem is the way another child is behaving, suggest working out the problem by talking with the other child, or a responsible adult. 4. If the problem is another adult, however, or if your child is seriously threatened by other children, you will need to intervene directly.

A part of self-respect is not tolerating mistreatment by others. Finding appropriate ways to deal with unpleasant behavior by others is an important, if sometimes difficult, part of growing up. Helping Out Our children need to learn that as they get older and can contribute more, more will be expected of them. What to do

1. As your child matures, consider additional ways your child can contribute to the household. 2. Discuss the new duties with your child. Avoid describing them in ways that seem like a punishment. Instead, you can imply that they require a new level of ability, which your child now possesses. 3. With younger children, it helps sometimes if you do the chores together and talk or make it fun. But don't do your child's work!

4. If possible, new tasks should stretch a child's abilities and encourage satisfaction in good work. Praise something done well, especially a new challenge.

Doing chores is a useful way to learn persistence and to learn that when we live up to our responsibilities we enable others to trust and rely on us. A Job Well Done We need to show our children that we take satisfaction in acting properly and accomplishing difficult tasks. What to do

1. Through your daily activities, show your children that you care about a job well done. 2. Perhaps our children's most important tasks are to work hard at school and do homework. When we check homework and point out mistakes, we help them see how an error has arisen. When we let them correct errors themselves, we inspire self-confidence. It is also important for us to show them that we appreciate their good efforts. 3. Teaching our children self-respect does not mean complimenting everything they do. Our children also need our honest criticism from time to time. When we do criticize, it should be of things they have done, not them personally. 4. Most of all, we should help our children form the self-confidence and self-respect that come from opportunities to do good work as students or as family members.

Our Heroes Many children love to look at portraits or photographs, especially if you can tell them stories about the people in the pictures. What you'll need Family photo album (or a box or bag of pictures you've been meaning to put in an album) Portraits of impressive individuals from books or from history

What to do 1. Select a photo of a person in your family with an impressive quality or accomplishment. Tell your child about the person and about what the person did. Perhaps your grandparents had the courage to immigrate from another country or your parents sacrificed in order to support you in school. Talk about the results of these actions. 2. Collect photographs from newspapers or magazines about impressive people in your community. With your child, talk about their actions that merit admiration or praise.

3. In addition to relatives or others, you may want to display portraits of other people who deserve our admiration and respect. A picture of Anne Frank, a young girl who wrote a diary while she and her family lived in hiding from Nazi Germans and who died in a concentration camp, can inspire conversation about courage and compassion for others. A portrait of Martin Luther King, a great civil rights leader who believed in nonviolent change, can lead to discussions of great accomplishment despite prejudice. Choose people whom you admire and feel comfortable talking to your child about.

By stories we tell about the people we admire, we can inspire children and remind them of those qualities we think are important. Oops! Sometimes, as parents, we don't act the way we should in

front of our children. What to do

1. Try to be honest with yourself and your child if you find that you've done something that sets a bad example. Sometimes we need to think a little about an event to realize that we've done something inappropriate. 2. If your child has observed your behavior, it's especially important that you be honest. A simple statement is appropriate in most cases; there is no need to turn your admission into a major event. 3. Follow up with an apology to anyone you have treated badly and, if possible, by making up for what you have done.

It's important that our children, especially older ones, see that we face up to our own mistakes. Will You Be My Friend Our children need to learn to choose their friends wisely. What to do

1. Talk to your child about what is important in a friend. In addition to bring fun, what other qualities are important? What about honesty, dependability, a real interest in your child's welfare? 2. Talk to your child about the type of friends to avoid. Ask if your child can remember a friend who couldn't be counted on.

Our children should learn that it is important to choose friends and companions who care about others and act responsibly. Share a Story One important way parents can help their children learn respect for others, self-control, or other aspects of responsibility is through the use of fables or stories. You can read to your child, you can read with your child, and you can encourage your child to read on his own.

What you'll need. Good stories, either from books such as those listed in the back of this book or from your own experiences

What to do. 1. Turn off the TV or other distractions. 2. Find stories that exemplify important aspects of character and that your child might enjoy. 3. Talk to your child about the behavior of different characters in the story. Ask your child how some of the behavior might apply to your own lives. 4. Share some stories or books that you have found meaningful with your child. (It is important for your child to see you reading and enjoying stories as well.) 5. Come up with your own stories. These can be family stories, such as baby stories (when your child was little...) that can become a part of your child's personal history.

Stories can be good ways to learn important lessons. Your child can identify with characters in meaningful situations without your having to lecture. Parents and the Schools Parents need to work with teachers and other parents to ensure that children are brought up well. An African proverb says, "It takes an entire village to raise one child." It is important for parents and other adults to cooperate in order to have common goals for them. Close communication is essential. Parents can visit with teachers to discuss ways they and the school can reinforce the same lessons about good character. Children are less likely to do much homework, for example, if parents let them watch television for hours.

Bibliography Introduction Reading to and reading with children can help them learn responsible behavior. Finding good books, however, requires time and thought. Librarians and teachers can offer valuable assistance. This section is divided into three lists: Beginning (ages 1-6); Intermediate (ages 6-9); and Advanced (ages 9 and up). The age levels overlap and are only rough guides. Please note that some entries have annotations identifying specific habits of character such as courage, self-control, and responsibility. Art and music also can enrich the lives of parents and children. Parents and children can enjoy the illustrations in many of the books listed here. They can find inspiration in the music on carefully chosen records, tapes, and CDs. Audio recordings of the spoken word also can fascinate children and include many dramatic readings, fairy tales, and even whimsy. Magazines, encyclopedias, and a few movies are recommended as well. Films can supplement lessons about responsibility found in the many books listed below. Beginning Ages Aladdin. Retold by Andrew Lang. Illustrated by Errol Le Cain. New York: Puffin, 1983. [Courage] All Night, All Day: A Child's First Book of African-American Spirituals. Selected and illustrated by Ashley Bryan. New York: Atheneum, 1991. Andersen, Hans Christian. The Emperor's New Clothes. Illustrated by Anne Rockwell. New York: HarperCollins, 1982. [Honesty] Atwater, Richard & Florence. Mr. Popper's Penguins. Illustrated by Robert Lawson. Boston: Little, Brown & Co., 1938. [Kindness; Humor; Imagination] Barrett, Judi. Animals Should Definitely Not Act Like People. Illustrated by Ron Baffet. New York: Aladdin, 1988. [Self-Control] Baylor, Byrd. I'm in Charge of Celebrations. Illustrated by Peter Parnall. New York: Macmillan Child Group, 1986. [Respect for Home and the Natural World; Imagination] Bemelmans, Ludwig. Madeline & the Bad Hat. New York: Puffin, 1977. [Humor] Brott, Ardyth. Jeremy's Decision. Illustrated by Michael Martchenko. New York: Kane-Miller, 1990. Burleigh, Bob. Flight. Illustrated by Mike Wimmer. New York: Putnam, 1991. [Courage; Aspirational]

Burton, Virginia L. Choo Choo: The Story of a Little Engine Who Ran Away. Boston: Houghton Mifflin Co., 1988. ______. Katy & the Big Snow. Boston: Houghton Mifflin Co., 1971. [Perseverance] ______. Little House. Boston: Houghton Mifflin Co., 1978. ______. Mike Mulligan & His Steam Shovel. Boston: Houghton Mifflin Co., 1987. Caseley, Judith. Dear Annie. New York: Greenwillow, 1991. Childcraft. The How & Why Library. 15 Volumes. Chicago: World Book, 1991. [For ages 4-10, fine illustrations. Volumes 1-3 contain literature from all ages and around the world. Volumes 4-14 teach children about living things, machines, the world and its people, and about themselves. Volume 15 is for parents.] Cleary, Beverly. Henry Huggins series. Various editions. ______. Ramona series. Various editions. Climo, Shirley. The Cobweb Christmas. Illustrated by Joe Lasker. New York: HarperCollins, 1982. [Kindness] Cooney, Barbara. Miss Rumphius. New York: Viking, 1982. De Brunhoff, Jean. The Story Babar. New York: Dragonfly Books, 1989. Demi. The Empty Pot. New York: Henry Holt & Co., 1990. [Honesty] De Paola, Tomie. The Comic Adventures of Old Mother Hubbard & Her Dog. San Diego: Harcourt Brace Jovanovich, 1981. Dr. Seuss. Horton Hatches the Egg. New York: Random House, 1940. [Dependability] Dorros, Arthur. Abuela. New York: Dutton, 1991. [Family Commitment] Eastman, P. D. Are You My Mother? New York: Random House, 1986. [Family Commitment] Family Pictures--Cuadros de Familia. Illustrated by Carmen L Garza. San Francisco: Children's Book Press, 1990. [Family Commitment] Flack, Marjorie. The Story About Ping. Illustrated by Kurt Wiese. New York: Puffin, 1977. Fox, Mem. Koala Lou. San Diego: Harcourt Brace Jovanovich, 1989. ______. Wilfrid Gordon McDonald Partridge. Illustrated by Julie Vivas. New York: Kane-Miller, 1985.[Kindness; Helping Each Other; Friendship; Careful Thinking] Freedman, Florence B. Brothers. New York: HarperCollins, 1985.

[Family Commitment; Religious Faith] Gag, Wanda. Millions of Cats. New York: Coward, 1977. Galdone, Paul. The Three Billy Goats Gruff. Boston: Clarion, 1981. Gantschev, Ivan. The Christmas Train. Boston: Little, Brown & Co., 1984. [Courage; Careful Garfield, Leon. Fair's Fair. Illustrated by S.D. Schindler. New York: Doubleday, 1983. [Friendship] Greenfield, Eloise. Honey, I Love: And Other Love Poems. Illustrated by Leo & Diane Dillon. New York: HarperCollins, 1978. Includes a poem about Harriet Tubman. Griffith, Helen V. Grandaddy's Place. Illustrated by James Stevenson. New York: Greenwillow, 1987. [Family Commitment; Respect for Home and the Natural World] Grimm's Fairy Tales. Various editions. Includes "The Brave Little Tailor"; "The Bremen Town Musicians"; "Cinderella"; "The Elves & the Shoemaker"; "The Fisherman & His Wife"; "Hansel & Gretel"; "Rapunzel"; "The Sleeping Beauty"; "Snow White & Rose Red"; "Snow White & the Seven Dwarfs"; "The Twelve Dancing Princesses"; and others. Hendershot, Judith. In Coal Country. Illustrated by Thomas B. Allen. New York: Knopf, 1987. [Work Well Done; Family Commitment] Henkes, Kevin. Chrysanthemum. New York: Greenwillow, 1991. [Courage; Self-Respect] Hoban, Russell. A Baby Sister for Frances. Illustrated by Lillian Hoban. New York: HarperCollins, 1976. [Love] Hoffman, Mary. Amazing Grace. New York: Dial Books for Young Readers, 1991. The Hole in the Dike. Retold by Norma Green. Illustrated by Eric Carle. New York: Crowell, 1975. [Courage; Perseverance] Howard, Elizabeth F. Chita's Christmas Tree. Illustrated by Floyd Cooper. New York: Macmillan Child Group, 1989. Jakes, John. Susanna of the Alamo: A True Story. San Diego: Harcourt Brace Jovanovich, 1986. [Courage] Joosse, Barbara M. Mama, Do You Love Me? Illustrated by Barbara Lavallee. San Francisco: Chronicle Books, 1991. Keats, Ezra J. The Snowy Day. New York: Puffin, 1976. Lasky, Kathryn. Sea Swan. Illustrated by Catherine Stock. New York: Macmillan Child Group, 1988. [Aspiration] Leprince de Beaumont, Marie. Beauty & the Beast. Various editions. Lester, Helen. The Wizard, the Fairy, & the Magic Chicken. Illustrated by Lynn Munsinger. Boston: Houghton Mifflin Co.,

1988. [Friendship] Lionni, Leo. A Color of His Own. New York: Pantheon, 1976. ______. It's Mine. New York: Knopf, 1986. ______. Nicolas, Where Have You Been? New York: Knopf, 1987. ______. Swimmy. New York: Pantheon, 1968. Lobel, Arnold. Fables. New York: HarperCollins, 1980. ______. Frog & Toad Are Friends. New York: HarperCollins, 1970. Longfellow, Henry Wadsworth. Hiawatha. Illustrated by Susan Jeffers. New York: Dial Books for Young Readers, 1983. Lon Po Po: A Red Riding Hood Story from China. Translated & Illustrated by Ed Young. New York: Putnam, 1989. [Careful Thinking Humor; Courage] Luttrell, Ida. Three Good Blankets. Illustrated by Michael McDermott. New York: Macmillan Child Group, 1990. [Kindness; Helping Each Other] MacDonald, Betty. Mrs. Piggle-Wiggle. Illustrated by Hilary Knight. New York: HarperCollins, 1957. Martin, Bill, Jr. & John Archambault. Knots on a Counting Rope. Illustrated by Ted Rand. New York: Henry Holt & Co., 1987. [Courage; Family Commitment] McCloskey, Robert. Blueberries for Sal. New York: Puffin, 1989. ______. Make Way for Ducklings. New York: Puffin, 1991. McGuire, Leslie. Baby Night Owl. Illustrated by Mary Szilagyi. New York: Random House, 1989. McKissack, Patricia C. Flossie & the Fox. Illustrated by Rachel Isadora. New York: Dial Books for Young Readers, 1986. [Self-Reliance; Self-Knowledge; Careful Thinking; Humor] ______. Lost! Boston: Little, Brown & Co., 1990. McQueen, Lucinda. Little Red Hen. New York: Scholastic, 1985. Miles, Miska. Annie & the Old One. Illustrated by Peter Parnall. Boston: Little, Brown & Co., 1972. [Family Commitment; Respect for Home and the Natural World] Milhous, Katherine & Alice Dalgliesh. The Turnip: An Old Russian Folktale. Illustrated by Pierr Morgan. New York: Putnam, 1990. [Cooperation] Milne, A. A. Winnie-the-Pooh. Illustrated by Ernest H. Shepard. New York: Dutton, 1988. [Friendship; Helping Each Other; Humor] Mosel, Arlene. Tikki Tikki Tembo. Illustrated by Blair Lent. New York: Henry Holt & Co., 1968. [Humor, Family Commitment] Mother Goose. Various editions, for example: The Just Right Mother Goose. Selected and illustrated by

Arnold Lobel. Mother Goose. Selected and illustrated by Tomie De Paola. The Real Mother Goose. Selected and illustrated by Blanche F. Wright. Lakewood, Ohio: Smarty Pants. Murphy, Jill. Five Minutes' Peace. New York: Putnam, 1989. [Generous Understanding] Olson, Arielle N. The Lighthouse Keeper's Daughter. Illustrated by Elaine Wentworth. Boston: Little, Brown & Co., 1987. [Courage; Unselfishness; Dependability; Responsibility] Piper, Watty. The Little Engine That Could. Various editions. Polacco, Patricia. Babushka's Doll. New York: Simon & Schuster, 1990. ______. Chicken Sunday. New York: Simon & Schuster, 1991. [Family Commitment] Porter, Sue. Little Wolf & the Giant. New York: Simon & Schuster, 1990. Potter, Beatrix. The Tale of Peter Rabbit. London: Warne, 1902. Rey, H. A. Curious George. Boston: Houghton Mifflin, 1973. Ringgold, Faith. Tar Beach. New York: Crown Publishers Inc., 1991. [Self-Reliance; Concern for Others] Rylant, Cynthia. When I Was Young in the Mountains. Illustrated by Diane Goode. New York: Dutton, 1985. San Souci, Robert D. The Talking Eggs. Illustrated by Jerry Pinkney. New York: Dial Books for Young Readers, 1989. Scarry, Richard. What Do People Do All Day? New York: Random House, 1968. Schindel, John. Who Are You? Illustrated by James Watts. New York: Macmillan Child Group, 1991. [Family Commitment; Concern for Others; Humor] Schwartz, David. Supergrandpa. New York: Lothrop, 1991. Sendak, Maurice. Where the Wild Things Are. New York: HarperCollins, 1988. Singer, Isaac Bashevis. Why Noah Chose the Dove. Illustrated by Eric Carle. New York: Farrar, Straus & Giroux, 1974. [Dependability; Justice] Steig, William. Brave Irene. New York: Farrar, Straus & Giroux, 1986. [Perseverance; Courage] ______. Sylvester & the Magic Pebble. New York: Simon & Schuster, 1988. Steptoe, John. Mufaro's Beautiful Daughters: An African Tale. New York: Lothrop, 1987. [Kindness; Helping Each Other; Justice]

Stevenson, Robert Louis. A Child's Garden of Verses. Various editions. Thayer, Ernest L. Casey at the Bat. Illustrated by Wallace Tripp. New York: Putnam, 1980. [Self-Knowledge; Humor] Watson, Jane W., et al. Sometimes I Get Angry. Illustrated by Irene Trivas. New York: Crown, 1986. Williams, Vera B. Cherries & Cherry Pits. New York: Greenwillow, 1986. [Careful Thinking; Imagination; Kindness; Helping Each Other] ______. More More More, Said the Baby. New York: Greenwillow, 1990. Yashima, Taro. Crow Boy. New York: Viking, 1955. [Responsibility; Self-Control] Zemach, Margot. It Could Always Be Worse. New York: Farrar, Straus & Giroux, 1990. Intermediate Ages 6-9 Aesop's Fables. Various editions. [Careful Thinking; Work Well Done] & the Pea"; "Thumbelina"; "The Little Mermaid"; "The Steadfast Tin Soldier"; "The Ugly Duckling";"The Red Shoes"; "The Little Match Girl"; "The Marsh King's Daughter." ______. Snow Queen. Illustrated by Susan Jeffers. New York: Dial Books for Young Readers, 1989. Babbitt, Natalie. Tuck Everlasting. New York: Farrar, Straus & Giroux, 1975. [Self-Respect; Careful Thinking; Generous Understanding] Barbour, Karen. Mr. Bow Tie. San Diego: Harcourt Brace Jovanovich, 1991. [Generous Understanding; Compassion] Blos, Joan W. A Gathering of Days: A New England Girl's Journal, 1830-32. New York: Macmillan Child Group, 1979. [Family Commitment; Friendship; Perserverance; Humor] Blume, Judy. Tales of a Fourth Grade Nothing. Illustrated by Roy Doty. New York: Dutton, 1972. [Family Commitment; Humor] Bond, Carol Taylor. A Book of Famous Black Americans. Illustrated by Joyce Beecher King With bibliography and activities. Livonia, Michigan: Partner Press, 1989. Includes Marian Anderson, Jesse Owens, Guion S. Bluford, Sojourner Truth, Booker T. Washington, Althea Gibson, Martin Luther King, Jr., Thurgood Marshall, Wilma Rudolph, George Washington Carver, Phillis Wheatley, Shirley Chisholm, Ralph Bunche, Jackie Robinson, Louis Armstrong.

Brink, Carol R. Caddie Woodlawn. Illustrated by Trina Schart Hyman. New York: Macmillan Child Group, 1973. [Family Commitment; Respect for Home and the Natural World; Humor] Burnett, Frances Hodgson. Little Lord Fauntleroy, New York: Dell, 1986. [Generous Understanding; Justice] ______. The Secret Garden. Various editions. [Self-Knowledge; Generous Understanding; Respect for Home and the Natural World] Burnford, Sheila. The Incredible Journey. Illustrated by Carl Burger. New York:bantam, 1990. [Perseverance; Friendship; Self-Reliance; Courage] Chaikin, Miriam. Exodus. Illustrated by Charles Mikolaycak. New York: Holiday House, 1987. Cleary, Beverly. Dear Mr. Henshaw. Illustrated by Paul O. Zelinsky. New York: Dell, 1984. [Divorce] Cohen, Barbara. Thank You, Jackie Robinson. Illustrated by Richard Cuffari. New York: Lothrop, 1988. Conrad, Pam. Pedro's Journal. A Voyage with Christopher Columbus. Philadelphia: Boyds Mills Press, 1991. [Courage; Self-Reliance; Work Well Done] Dahl, Ronald. James & the Giant Peach. Illustrated by Nancy E. Burkert. New York: Knopf, 1962. Dalgliesh, Alice. The Courage of Sarah Noble. Illustrated by Leonard Weisgard. New York: Macmillan Child Group, 1986. [Courage; Respect for Home and the Natural World] D'Aulaire, Ingri & Edgar P. D'Aulaire. Book of Greek Myths. New York: Doubleday, 1980. DeJong, Meindert. The House of Sixty Fathers. Illustrated by Maurice Sendak. New York: HarperCollins, 1987. [Kindness; Helping Each Other; Courage; Family Commitment] ______. Wheel on the School. Various editions. De Paola, Tomie. Bonjour, Mister Satie. New York: Putnam, 1991. Du Bois, William P. The Twenty-One Balloons. New York: Puffin, 1986. [Courage] Estes, Eleanor. The Hundred Dresses. Illustrated by Louis Slobodkin. San Diego: Harcourt Brace Jovanovich, 1974. [Imagination; Courage] Farley, Walter. The Black Stallion. Illustrated by Keith Ward. New York: Random House, 1977. MOVIE: "The Black Stallion", 1979. Field, Eugene. Poems of Childhood. New York: Airmont, 1969. ______. The Gingham Dog & the Calico Cat. Illustrated by Janet Street. New York: Putnam, 1990. ______. Wynken, Blynken, & Nod. New York: Putnam, 1986.

Fisher, Aileen. Always Wondering: Some Favorite Poems. Illustrated by Joan Sandin. New York: HarperCollins, 1991. Fitzgerald, John. The Great Brain. Illustrated by Mercer Mayer. New York: Dial Books for Young Readers, 1985. [Family Commitment] Freedman, Russell. Lincoln: A Photobiography. New York: Ticknor & Fields, 1987. [Justice; Courage; Responsibility; Aspiration] Fritz, Jean. The Great Little Madison. New York: Putnam, 1989. [Careful Thinking; Aspiration; Justice] ______. The Double Life of Pocahontas. Illustrated by Ed Young. Putnam, 1983. [Courage] George, Jean C. My Side of the Mountain. New York: Dutton, 1988. Grahame, Kenneth. The Wind in the Willows. Various editions. [Friendship] Hahn, Mary D. Stepping on the Cracks. Boston: Houghton Mifflin Co., 1991. [Generous Understanding] Haviland, Virginia. Favorite Fairy Tales Told Around the World. Illustrated by S. D. Schindler. Boston: Little, Brown & Co., 1985. Hawthorne, Nathaniel. Wonder Book. New York: Airmont. Henry, Marguerite. Misty of Chincoteague. Illustrated by Wesley Dennis. New York: Macmillan Child Group, 1990. [Respect for Home and the Natural World] Homer. The Children's Homer; The Adventures of Odysseus and the Tale of Troy. Retold by Padraic Colum. Illustrated by Willy Pagany. New York: Macmillan Child Group, 1982. [Careful Thinking; Imagination; Perseverance; Respect for Home and the Natural World; Family Commitment] ______. The Return of Odysseus. Adapted by I.M. Richardson. Illustrated by Hal Frenck. Mahwah, New Jersey: Troll Associates, 1984. [Family Commitment; Courage; Perseverance; Love] ______. The Wooden Horse. Adapted by I.M. Richardson. Illustrated by Hal Frenck. Mahwah, New Jersey: Troll Associates, 1984. [Careful Thinking; Imagination] Howe, Deborah & James. Bunnicula; A Rabbit Tale of Mystery. Illustrated by Alan Daniel. New York: Macmillan Child Group, 1979. [Humor] Jennings, Judi. Why Work? Lexington, Kentucky: University Press of Kentucky, 1989. [Work Well Done; Self-Control & Responsibility; Self-Knowledge] Kipling, Rudyard. The Jungle Book. Various editions. Kuskin, Karla. Dogs & Dragons, Trees & Dreams: A Collection of Poems. New York: HarperCollins, 1980.

Lamb, Charles & Mary. Tales from Shakespeare. Various editions. Lang, Andrew. The Blue Fairy Book. Various editions. Lawson, Robert. Ben & Me. New York: Dell, 1973. ______. Rabbit Hill. New York: Puffin, 1977. L'Engle, Madeleine. Time Trilogy: A Wrinkle in Time; A Wind in the Door; A Swiftly Tilting Planet. New York: Farrar, Straus & Giroux, 1979. [Family Commitment; Courage; Self-Reliance] Lewis, C. S. The Chronicles of Narnia (Lion the Witch & the Wardrobe) series. Various editions [Friendship; Courage; Unselfishness; Self-Knowledge] Little, Jean. Hey, World, Here I Am. Illustrated by Sue Truesdell. New York: HarperCollins, 1989. ______. Stars Come Out Within. New York: Viking, 1991. [Self-Reliance; Courage] Longfellow, Henry Wadsworth. Paul Revere's Ride. Illustrated by Nancy W. Parker. New York: Greenwillow, 1985. [Courage] Lovelace, Maud H. Betsy-Tacy. Illustrated by Lois Lenski. New York: HarperCollins, 1966. A series: Betsy, Tacy & Tib; Betsy & Tacy Go Over the Big Hill; Betsy & Tacy Go Downtown; Heaven to Betsy; Betsy in Spite of Herself; Betsy Was a Junior; Betsy & Joe; Betsy's Wedding. [Family Commitment; Friendship; Self-Knowledge; Aspiration] Lowry, Lois. Number the Stars. Boston: Houghton Mifflin Co., 1989. [Justice; Courage; Family Commitment; Self-Knowledge] MacDonald, George. Princess & the Goblin and The Princess & Curdie. Various editions. [Courage] MacLachlan, Patricia. Sarah, Plain & Tall. New York: HarperCollins, 1985. [Courage; Family Commitment] Maestro, Betsy & Giulio. A More Perfect Union: The Story of Our Constitution. New York: Morrow, 1990. [Justice; Perseverance] Mattingley, Christobel. The Miracle Tree. Illustrated by Marianne Yamaguchi. San Diego: Harcourt Brace Jovanovich, 1986. [Justice; Concern for Others] McKissack, Patricia and Frederick. Frederick Douglass: The Black Lion. Chicago: Children's Press, 1987. [Justice; Courage] ______. Mary McLeod Bethune: A Great Teacher. [Helping Each Other; Aspiration] Merriam, Eve. Fresh Paint: New Poems. Illustrated by David Frampton. New York: Macmillan Child Group, 1986. ______. Halloween A B C. Illustrated by Lane Smith. New York: Macmillan Child Group, 1987. [Poems] Montgomery, L. M., Anne of Green Gables. Series. MOVIE: "Anne of Green Gables", also "Anne of Avonlea", Wonderworks.

My Book House. Illustrated. Edited by United Educators Staff. Lake Bluff, Illinois: United Educators, Inc., 1920.12 Volumes. [Contains a bibliography of character traits.] Myers, Walter D. Now is Your Time! The African-American Struggle for Freedom. New York: HarperCollins, 1991. [Courage] O'Hara, Mary. My Friend Flicka (first of a trilogy; Thunderhead, Son Flicka and The Green Grass of Wyoming). New York: HarperCollins, 1988.[Courage; Loyalty; Family Commitment] Osborne, Mary P. George Washington: Leader of a New Nation. New York: Dial, 1991. [Careful Thinking; Aspiration] Park, Barbara. Don't Make Me Smile. New York: Knopf, 1981. Paterson, Katherine. The Great Gilly Hopkins. New York: HarperCollins, 1978. [Generous Understanding; Serf-Knowledge] ______. The Tale of the Mandarin Ducks. Illustrated by Leo and Diane Dillon. New York: Dutton, 1990. [Kindness] Petry, Ann. Harriet Tubman: Conductor on the Underground Railway. New York: HarperCollins, 1955. [Courage; Justice; Self-Sacrifice] Philip, Neil. The Tale of Sir Gawain. Illustrated by Charles Keeping. New York: Putnam, 1987. [Courage; Loyalty] Pyle, Howard. The Merry Adventures of Robin Hood. New York: Dover, 1968. [Justice; Humor, Courage] Rawls, Wilson. Where the Red Fern Grows. New York: Bantam, 1974. [Perseverance; Courage; Family Commitment] Rockwell, Thomas. How to Eat Fried Worms. Illustrated by Emily McMully. New York: Watts, 1973. [Humorl Sandburg, Carl. Rootabaga Stories. Illustrated by Michael Hague. New York: Harcourt Brace Jovanovich, 1988. Selden, George. The Cricket in Times Square series. Illustrated by Garth Williams. New York: Farrar, Straus & Giroux, 1960. [Friendship; Humor; Kindness] Sewall, Marcia. The Pilgrims Plimoth. New York: Macmillan Child Group, 1986. [Courage; Perseverance; Justice; Kindness; Helping Each Other] Shura, Mary F. Gentle Annie: The True Story of a Civil War Nurse. New York: Scholastic, 1991. Sis, Peter. Follow the Dream. New York: Knopf, 1991. [Courage] Skira-Venturi, Rasabianca. A Weekend with Renoir. New York: Rizzoli, 1992. [Careful Thinking; Imagination] Speare, Elizabeth George. The Sign of the Beaver. Boston: Houghton Mifflin, 1983. [Self-Reliance; Dependability; Generous Understanding; Respect for Home and the Natural World] Spyri, Jobanna. Heidi. Various editions. [Love; Respect for Home and the Natural World; Generous Understanding; Kindness]

Stanley, Diane & Peter Vennema. Good Queen Bess: The Story of Queen Elizabeth I of England. New York: Macmillan Child Group, 1991. [Justice; Self-Control & Responsibility] Stevenson, Robert Louis. Black Arrow. Various editions. [Friendship; Courage; Justice; Serf-Knowledge] ______. Treasure Island. Illustrated by N. C. Wyeth. New York: Macmillan Child Group, 1981. [Justice; Courage; Generous Understanding] Stolz, Mary. Barkham Street Trilogy: Dog on Barkham Street; Bully of Barkham Street; Explorer of Barkham Street. New York: HarperCollins, 1989. [Self-Knowledge; Courage] Taylor, Mildred D. Let the Circle Be Unbroken. New York: Puffin, 1991. Sequel to Roll of Thunder, Hear My Cry. ______. Roll of Thunder, Hear My Cry. New York: Dial Books for Young Readers, 1976. [Family Commitment; Justice; Self-Respect] Tolkien, J. R. R. The Hobbit.. Illustrated by Michael Hague. Boston: Houghton Mifflin Co., 1984. [Justice; Courage; Kindness] Tooze, Ruth. Our Rice Village in Cambodia. Illustrated by Ezra Jack Keats. New York: Viking, 1963. Viorst, Judith. Alexander & the Terrible, Horrible, No Good, Very Bad Day. Illustrated by Ray Cruz. New York: Macmillan Child Group, 1976. [Humor] Vo-Dinh. Toad is the Emperor's Uncle: Animal Folktales from Viet-Nam. New York: Doubleday, 1970. Voight, Cynthia. Dicey's Song. New York: Macmillan Child Group, 1982. Sequel to Homecoming. ______. Homecoming. New York: Macmillan Child Group, 1981. [Self-Control & Responsibility; Careful Thinking; Family Commitment] Watkins, Yoko K. So Far from the Bamboo Grove. New York: Lothrop, 1986. [Courage; Concern for Others] White, E. B. Charlotte's Web. Illustrated by Understanding; Imagination] ______. Stuart Little. Illustrated by Garth Williams. New York: HarperCollins, 1945. [Self-Knowledge] ______. The Trumpet of the Swan. Illustrated by Edward Frascino. New York: HarperCollins, 1973. [Family Commitment; Respect for the Natural World; Humor] Wiggin, Kate D. Rebecca of Sunnybrook Farm. New York: Scholastic, 1988. [Self-Knwoledge; Generous Understanding; Aspiration; Work Well Done; Friendship; Family Commitment] Wilde, Oscar. Stories for Children. Illustrated by P. J. Lynch. New York: Macmillan Child Group, 1991.

______. Complete Fairy Tales. Afterword by Jack Zipes. New York: Dutton, 1990. ______. The Happy Prince. Illustrated by Ed Young. New York: Simon & Schuster, 1989. ______. The Nightingale & the Rose. New York: Oxford University Press, 1981. ______. The Selfish Giant. Illustrated by Lisbeth Zwerger. New York: Scholastic, 1991. [Unselfishness; Generous Understanding] Wilder, Laura Ingalls. Little House series. Illustrated by Garth Williams. New York: HarperCollins, 1975. [Family Commitment; Perseverance; Honesty] Advanced Ages 9 and Up Alcott, Louisa May. Eight Cousins. Various editions. ______. Little Women. Various editions. MOVIE: "Little Women", 1933, 1949. [Family Commitment; Self-Control; Humor] Avi. Nothing But the Truth. New York: Orchard Books, 1991. [Justice; Resisting Peer Pressure; Self-Control & Responsibility] WolfRider: A Tale of Terror. New York: Macmillan Child Group, 1988. Bauer, Marion D. On My Honor. New York: Ticknor & Fields, 1986. [Courage; Honesty] Brooks, Bruce. The Moves Make the Man. New York: HarperCollins, 1987. Burroughs, Edgar Rice. Tarzan of the Apes series. Various editions. [Careful Thinking; Self-Reliance; Self-Knowledge] The Constitution of the United States of America. Especially the "Preamble." Various editions. [Justice; Aspiration] Crowe-Carraco, Carole. Women Who Made A Difference. Lexington, Kentucky: University Press of Kentucky, 1989. Danziger, Paula. The Cat Ate My Gymsuit. New York: Dell, 1980. Defoe, Daniel. Robinson Crusoe. Various editions, including abbreviated. [Self-Reliance; Careful Thinking; Imagination] de Saint-Exupery, Antoine. The Little Prince. Various editions. [Friendship; Self-Knowledge; Self-Control & Responsibility] Dickens, Charles. A Christmas Carol. Various editions. [Generous Understanding; Justice] ______. David Copperfield. Various editions. See also "David Copperfield and Little Emily", in My Book House collection.

[Friendship] ______. Oliver Twist. Various editions. [Justice; Aspiration; Self-Knowledge] Dodge, Mary M. Hans Brinker: The Silver Skates. New York: Puffin, 1985. Douglass, Frederick. Narrative of the Life of Frederick Douglass: An American Slave. Preface by W. L. Garrison. New York: Dutton, 1968. [Courage; Aspiration] Doyle, Arthur Conan. Adventures of Sherlock Holmes. Various editions. [Careful Thinking; Imagination; Honesty; Justice] Forbes, Esther. Johnny Tremain. Illustrated by Lynd Ward. New York: Dell, 1969. [Courage; Friendship; Self-Reliance] Fox, Paula. One-Eyed Cat. Illustrated by Irene Trivas. New York: Macmillan Child Group, 1984. ______. The Village by the Sea. New York: Orchard, 1988. Frank, Anne. Anne Frank: The Diary of a Young Girl. Various editions. [Self-Knowledge; Justice; Family Commitment; Aspiration; Friendship] Franklin, Benjamin. Autobiography of Benjamin Franklin. Various editions. [Careful Thinking; Self-knowledge; Aspiration] Freedman Russell. Indian Chiefs. New York: Holiday, 1987. [Justice; Careful Thinking; Generous Understanding] ______. The Wright Brothers: How They Invented the Airplane. Photographs. New York: Holiday, 1991. Frost, Robert. Poems. Various editions. Glenn, Mel. Class Dismissed! High School Poems. Photographs by Michael J. Berstein. New York: Ticknor & Fields, 1988. Haggard, H. Rider. King Solomon's Mines. Various editions. Hamilton, Virginia. Anthony Burns: The Defeat & Triumph of a Fugitive Slave. New York: Knopf, 1988. ______. The House of Dies Drear. New York: Macmillan Child Group, 1984. [Courage, Justice] ______. In the Beginning: Creation Stories from Around the World. Illustrated by Barry Moser. New York: Harcourt Brace Jovanovich, 1988. ______. M. C. Higgins, the Great. New York: Macmillan Child Group, 1974. ______. The People Could Fly. Illustrated by Leo and Diane Dillon. New York: Knopf, 1985. ______. The Planet of Junior Brown. New York: Macmillan Child Group, 1986. Henry, O. Stories. Various editions. See especially "Gift of

the Magi." Heyerdahl, Thor. Kon-Tiki. Various editions. [Courage; Careful Thinking; Imagination] Ho, Minfong. The Clay Marble. New York: Farrar, Straus & Giroux, 1991. Irving, Washington. Rip Van Winkle & The Legend of Sleepy Hollow. Various editions. Janeczko, Paul B. Poetspeak: In Their Work, About Their Work: A Selection. New York: Macmillan Child Group, 1983. Jones, Diana W. Dogsbody. New York: Greenwillow, 1988. [Friendship] Keller Helen. Story of My Life. Various editions. [Courage; Friendship; Careful Thinking; Perseverence] Kipling, Rudyard. Captains Courageous & Other Stories. Including "Rikki-Tikki-Tavi" and "The Maltese Cat". New York: Dodd, Mead, and Co., 1959. MOVIE: "Captains Courageous", 1937. Lasky, Kathryn. Pageant. New York: Dell, 1988. [Self-Knowledge; Humor] Lincoln, Abraham. The Gettysburg Address. Various editions. [Courage; Aspiration] Lincoln, Jack. The Call of the Wild. Illustrated by Karel Kezer. New York: Macmillan Child Group, 1970. [Self-Reliance; Self-Knowledge; Respect for the Natural World] ______. White Fang. Various editions. [Respect for the Natural World] McCord, David One at a Time. Illustrated by Henry B. Kane. Boston: Little, Brown & Co., 1986. Poems. McKinley, Robin. Beauty: A Retelling of the Story of Beauty & the Beast: Pocket, 1985. ______. The Blue Sword. New York: Greenwillow, 1982. ______. Outlaws of Sherwood. New York: Greenwillow, 1988. Merriam, Eve. If Only I Could Tell You: Poems for Young Lovers & Dreamers. Illustrated by Donna Diamond. New York: Knopf, 1983. O'Dell, Scott. Sing Down the Moon. Boston: Houghton Mifflin Co., 1970. Orczy, Emmuska. The Scarlet Pimpernel (first of trilogy). Various editions. [Justice; Courage; Careful Thinking; Imagination] Paterson, Katherine. Bridge to Terabithia. Illustrated by Donna Diamond. New York: HarperCollins, 1977. Frieland, Joyce and Rikki Kessler. Bridge to Terabithia: A Study Guide. New, York: Learning Links, 1982. MOVIE: "Bridge to Terabithia", Wonderworks.

______. Jacob Have I Loved. New York: HarperCollins, 1980. MOVIE: "Jacob Have I Loved", Wonderworks. ______. Lyddie. New York: Dutton, 1991. ______. Of Nightingales That Weep. New York": HarperCollins, 1989. [Self-Knowledge] Sook, Nyul Choi. Year of lmpossible Goodbyes. Boston: Houghton Mifflin Co., 1991. Speare, Elizabeth G. The Witch of Blackbird Pond. New York: Dell, 1972. [Generous Understanding;, Friendship; Resisting Peer Pressure] Twain, Mark. Various editions. The Adventures of Tom Sawyer, Huckleberry Finn, The Prince & the Pauper. Magazines and Encyclopedias Cricket. (Ages 6-12). Literary magazine for children. Well known authors and artists. Highlights for Children. (Ages 4-10). Includes "Guide for Parents and Teachers," stories, poems, craft ideas, cartoons. Kid City (Ages 6-10). For graduates of Sesame Street. Items about popular culture as well as serious issues such as racial inequalities and handicaps. KidSports. (Ages 8-14). Contains advice from professional athletes and stresses practice. Many articles focus on "When I Was Your Age" (a column title). Ladybug. (Ages 2-7). Literary magazine for younger children. From the publishers of Cricket. Includes a parent's supplement. National Geographic World. (Ages 8-13). A variety of subjects including other children, games, projects, a large pull-out poster. Seedling Series: Short Story International. (Ages 8-12). Contains short stories from around the world, often with a moral or message. Sesame Street. (Ages 26). Educational magazine that draws from the television show. Emphasizes letters and numbers with games to cut out. Every issue includes a read-aloud piece about a serious topic such as starting school. Comes with a guide for parents. Zillions. (Ages 8-14). Consumer Reports for kids. Helps children make wise judgments about the quality and value of items for sale. Compton's Encyclopedia. Illustrated. 26 volumes. Encyclopaedia Britannica, 1992. Bound and on compact disc. New Book of Knowledge. Illustrated 21 volumes. Grolier, 1992. Written for elementary school children.

Oxford Children's Encyclopedia. Illustrated. 7 volumes. Oxford University Press, 1991. Random House Children's Encyclopedia. Illustrated. Random House, 1991. World Book. Illustrated. 22 volumes. World Book, Inc., 1991. Appropriate for elementary school students and as a general family reference. Other Booklists Best of the Best for Children. Reference book compiled by the American Library Association. Gives titles with descriptions of books, magazines, videos, and computer software. New York: Random House, 1992. Available in many libraries. Books for Children. List of more than 100 of the best children's books recently published. Compiled by the Library of Congress. Available for $1 from the Consumer Information Center, Pueblo, Colorado 81009. Item 101Z. Choosing Books for Children: A Commonsene Guide, by Betsy Hearne. Revised, expanded, and updated. New York: Delacorte, 1990. The Human Family...Learning To Live Together. Annual listing of children's books that portray relationships among people of different cultural backgrounds, races, and religions. Available free from the National Conference of Christians and Jews, Inc., 71 Fifth Avenue, Suite 1100, New York, New York 10003. The New Read-Aloud Handbook, by Jim Trelease. 2nd revised edition. New York: Penguin, 1989. The New York Times Parent's Guide to the Best Books for Children. Edited by Eden Ross Lipson. New York: Random House, 1991. [Special subject indexes include such topics as "Family Life and Problems"; "Friendship"; "Growing Up"; "Holidays"; "Immigrants"; "Manners"; "Myths"; "Religion"; "War and Peace"; and others.] Timeless Classics. List of nearly 400 books published before 1960 for children of all ages. Compiled by the National Endowment for the Humanities. Available for $.50 from the Consumer Information Center, Pueblo, Colorado 81009. Item 419Z. Acknowledgements

Bennet, Jayne Karsten, Myles Striar, William and Jan Russell, Andrew Oldenqist, Edward Styles Peter Losin, Betsy Speicher, Charles Glenn, Victor Kestenbaum, Charles Griswold, Jane O'Hern, David Kahn, Sydney Eisen, Kevin Ryan, Carolyn Gecan, Gary Edwards, Robert Fullinwinder, Charles Karelis, James Herbert, Mary Minner, and many individuals within the Office of Educational Research and Improvement. Mark Travaglini and Mamie Brown copyedited this book with production assistance from Torey Evans. Jaine Shattan reviewed the bibliography and Michael Patrick Hearn advised on the use of artwork that is in the public domain. Edwin J. Delattre is Dean of Boston University's School of Education, Olin Scholar in Applied Ethics, and Professor of Philosophy in the College of Liberal Arts. He is President Emeritus of St. John's College in Annapolis, MD, and Santa Fe, NM, and the author of two books and numerous articles on ethics in education, business, government, and law enforcement. He holds a B.A. from the University of Virginia and a Ph.D. from the University of Texas at Austin.

AliceB. Delattre has worked as a cataloguer at the Tompkins-McCaw library of the Medical College of Virginia Commonwealth University and in the Catalogue Department of the Main Library, University of Texas at Austin, and she has served as a volunteer in the Concord Free Public Library in Concord, Massachusetts. She holds a B.A. from Longwood College in Farmville, Virginia, and did graduate study in library science at The University of Toledo in Toledo, Ohio.

Nancy Ione Young drew the cover illustration. Illustrations from classic children's books include: pages 3, 5, and 9 by W.W. Denslow in Thw Onderful Wizard of Oz and pages 20, 26, 30, and 44 by Arthur Rackham in Sleeping BEauty. The illustration of the book on the inside back cover is by Brian A. Griffin. What We Can Do To Help Our Children Learn: Listen to them and pay attention to their problems. Read with them. Tell family stories. Limit their television watching. Have books and other reading materials in the house. Look up words in the dictionary with them. Encourage them to use an encyclopedia. Share favorite poems and songs with them.

Take them to the library--get them their own library cards. Take them to museums and historical sites, when possible. Discuss the daily news with them. Go exploring with them and learn about plants, animals, and local geography. Find a quiet place for them to study. Review their homework. Meet with their teachers.

Do you have other ideas? _ .

Helping Your Child Learn Responsible Behavior (with activities for children) Back To Top Contents Introduction What Do We Mean By Responsibility? How Can Parents Encourage Responsible Behavior? Activities Getting to Know Others Magic Words, Caring Deeds Gifts From the Heart Honesty, the Best Policy There's a Monster in My Room! Bully Helping Out A Job Well Done Our Heroes! OOPS! Will You Be My Friend? Share a Story Parents and the Schools Bibliography Acknowledgments

Introduction

Our children deserve to learn important lessons from us and to acquire important habits with our help. They need help in learning what matters to us. We want our children to grow up to be responsible adults. We want them to learn to feel, think, and act with respect for themselves and for other people. We want them to pursue their own well-being, while also being considerate of the needs and feelings of others. Today, there is wide recognition that many of our children are not learning to act responsibly while they are young. Studies show that many children see nothing wrong with cheating on tests. Some see nothing wrong with taking things that don't belong to If proper attitudes and behavior are not learned early, problems can mushroom with even worse consequences when children are older. As crime has increased, teen-age offenders have shown less and less feeling for their victims. But even for the youngsters who will never commit a crime, it is better to learn responsibility when they are young, rather than when they are older and they have to change bad habits.

be responsible includes learning to * respect and show compassion for others; * practice honesty as a matter of course; * show courage in standing up for our principles; * develop self-control in acting on our principles; * maintain self-respect.

To understand the importance of being truthful to others, our children need to learn that living together depends on trust. Without honesty, trusting each other becomes impossible. Honesty with ourselves involves faring up to our own mistakes and biases, even when we have to admit them to others. It includes self-criticism. The point is to learn from our errors and to do our best to correct them, not to dwell on them. Courage Courage is taking a position and doing what is right, even at the risk of some loss. It means being neither reckless nor cowardly, but faring up to our duties. It includes physical courage, intellectual courage to make decisions on the basis of evidence, and moral courage to stand up for our principles. Courage does not mean never bring afraid. It can involve trying to overcome our fears, such as a fear of the dark. But our children also need to lean that sometimes it is all right to be afraid.

Self-Respect People with self-respect take satisfaction in appropriate behavior and hard-won accomplishments. They don't need to put others down or have a lot of money in order to respect themselves. People who respect themselves also view selfishness, loss of self-control, recklessness, cowardice, and dishonesty as wrong and unworthy of them. As they mature, if they have learned the lessons of responsibility, they will develop a good conscience to guide them. In addition, people who respect themselves respect their own health and safety. Similarly, they are unwilling to be manipulated by others. Patience or tolerance does not mean allowing others to mistreat us. While we help children have high standards for themselves, we also need to let them know that failure is no embarrassment when we have done our best. For example, losing a game when we have played our best, and our opponents have simply played better, is no disgrace. How Can Parents Encourage Responsible Behavior? Everyday Experiences Especially when they are young, children learn best about responsibility in concrete situations. What they do and what they witness have lasting effects. Most of the activities described in this book are for you and your child. We are always teaching our children something by our words and actions. They learn from seeing. They learn from hearing. They learn from overhearing. They learn from us, from each other, from other adults, and by themselves. All of us acquire habits by doing things over and over again, whether in learning to play a musical instrument, to pick up after ourselves, to play games and sports, or to share with others. The best way to encourage our children to become responsible is to act as responsibly as we can in their presence. We must genuinely try to be the sort of people we hope they will try to become. We can show them by our words and by our actions that we respect others. We can show them our compassion and concern when others are suffering. They need to see our own self-control, courage, and honesty. They need to learn that we treat ourselves, as well as others, with respect, and that we always try to do our best. As they grow older, they should have the chance to learn why we live as we do.

Daddy, why are you leaving that note on the garbage can? There is broken glass inside, Matthew, and I don't want the garbage collectors to get hurt because of me. I am warning them about the glass.

Are they your friends? No. I don't know them. But you don't want them to get hurt... As our children watch us daily, as we talk to them, encouraging their questions and trying to answer them thoughtfully, they begin to understand us--and we begin to understand them. Understanding each other well is the best way to teach our children respect for our ideals of good character.

Using Literature and Stories Children learn about responsibility through many activities, including reading stories. They learn by identifying with individual characters or because the message from a favorite story strikes a particular chord. Children can be touched deeply by good literature, and they may ask to have things read to them again and again. Children can learn all sorts of lessons from stories. They might learn about courage by reading about David standing up to Goliath. Or they might learn the value of persistence and effort from The Little Engine That Could. When they are older, reading can help prepare children for the realities and responsibilities of adulthood. It is usually better for children to read a good book about such things as war, oppression, suicide, or deadly disease before seeing these things up close. When our children grow up they often remember stories that were told to them by family members when they were young. When we tell stories to our children, we should remember old favorites of ours, like The Three Little Pigs, not leaving out a single time the wolf says, "I'LL HUFF, and I'LL PUFF, and I'LL BLOW YOUR HOUSE IN!" Developing Judgment and Thoughtfulness Judgment on ethical issues is a practical matter. Children develop their capacity for judging what is a responsible act, just as they come to appreciate the meaning of responsibility, through practice. Especially when they are young, children need to see moral questions in terms that are meaningful to them. We can also help our children develop good judgment by talking through complicated situations with them. One way is to help them understand the long-term consequences of different choices. If they tell us about a story they have read, we might ask them to imagine what the result might have been if a favorite character had acted differently. Sometimes, it can be difficult to know the difference between acting bravely and acting recklessly or how to balance duties when they conflict. As parents, we can help by making it

clear, through what we do as well as what we say, that it is important in such situations to think carefully and honestly about what should be done, as well as to keep in mind how others will be affected by what we do. Your child's ability to reason about different issues, including ethical ones, will improve as your child matures. Just as reasoning can lead to a more thoughtful understanding of responsibility, or what actions to take in complicated situations, it may also become easier to rationalize selfish or reckless behavior. But if you have helped your young child develop strong habits of considering the welfare of others, honesty, courage, and admiration for worthy accomplishments, your child will have a solid foundation on which to build.

Activities As parents, sometimes we think that we must set aside particular times or create special situations in order to teach our children. But that is far from the truth when it comes to learning about responsibility. While it is important to have some times together when you won't be disturbed, the most ordinary situations in everyday life are filled with opportunities for sound teaching, if parents pay attention to them. This booklet contains activities to encourage habits of responsibility in your child. Most of them are not, however, the kind of activities that you can do together for half an hour once a week. Instead, they are more like rules of thumb, ideas to build on. They illustrate the concepts introduced in the previous sections. They should stimulate your own thinking and your own ideas. Just remember one thing: teaching our children about responsibility doesn't mean that we can't laugh or that we have to be grim. Our children should see that we can be serious about our principles, while still being able to play and have fun.

much to learn from each other from people who live far away and from those who lived long ago. What to do 1. Set a good example by acting respectfully toward others. Always make clear that prejudice is wrong and that all of us are equals, no matter our color, gender, or background. 2. Show an interest in learning about and from others--from neighbors and relatives, and from books about our own and other civilizations. Tell your child interesting things you have learned.

3. Encourage your child to learn about many different lands and people, to learn more than one language, and to read stories about children from all over the world. Show your child how you try to see things from the point of view of others. 4. Listen attentively when your child wants to tell you about interesting things discovered about history, geography, religions, art, and ways of life.

The next time you eat dinner together, have the children pretend they are eating in a restaurant. How should they talk to each other? What should they say when the waiter brings their food? Or have the children pretend they are riding in a bus. What should they do if the bus stops suddenly and they bump into someone? How should they carry a large package on the bus? 2. The next time your children mention something nice that another person did for them, suggest they write a thank you note. It doesn't have to have a lot of words. It can have pictures as well. 3. You, too, can write short notes to your child to indicate your appreciation for something done right.

Children need to learn that little signs of appreciation can be very important to other people. And manners are a part of respecting and caring for the feelings of others. If we turn the chore of learning manners into a game, children will get the practice they need without embarrassing us or themselves. As you teach the importance of manners, you may need to be honest about what your child can expect form others. Mom, why do you make such a fuss when I chew with my mouth open? Because it's ugly for other people to see. Good manners show respect for other people. What's respect? It means caring how other people feel. If I care about them, will they care about me? Not always, Paul. Some people don't care and never will, no matter how kind we are to them. But in our family, we do care. Gifts From the Heart Have your child give a gift of himself at the next holiday or any time he wants to do something nice for someone else. What you'll need Crayons, pencils, paints, or other art supplies Paper Packaging from around the house Your child's special gift

Our children need to learn about the importance of trusting each other in our everyday lives. Without honesty, trust becomes impossible.

There's A Monster In My Room

A part of self-respect is not tolerating mistreatment by others. Finding appropriate ways to deal with unpleasant behavior by others is an important, if sometimes difficult, part of growing up.

Helping Out Our children need to learn that as they get older and can contribute more, more will be expected of them. What to do

4. Most of all, we should help our children form the self-confidence and self-respect that come from opportunities to do good work as students or as family members.

Helping our children form self-respect is based on how we treat them and our own example. There are many opportunities to teach self-respect through our actions: Dad, nobody's going to see inside the model's wing. Why do you work so hard with all those little pieces? Because that's the right way to build the plane, Martha. It makes the wing strong when the plane flies, and that's more important than what people see. I want to make the best plane I can. Do you want to help? Our Heroes Many children love to look at portraits or photographs, especially if you can tell them stories about the people in the pictures. What you'll need Family photo album (or a box or bag of pictures you've been meaning to put in an album) Portraits of impressive individuals from books or from history

3. In addition to relatives or others, you may want to display portraits of other people who deserve our admiration and respect. A picture of Anne Frank, a young

girl who wrote a diary while she and her family lived in hiding from Nazi Germans and who died in a concentration camp, can inspire conversation about courage and compassion for others. A portrait of Martin Luther King, a great civil rights leader who believed in nonviolent change, can lead to discussions of great accomplishment despite prejudice. Choose people whom you admire and feel comfortable talking to your child about.

By stories we tell about the people we admire, we can inspire children and remind them of those qualities we think are important. Oops! Sometimes, as parents, we don't act the way we should in front of our children. What to do

It's important that our children, especially older ones, see that we face up to our own mistakes. Will You Be My Friend Our children need to learn to choose their friends wisely. What to do

1. Talk to your child about what is important in a friend. In addition to bring fun, what other qualities are important?

What about honesty, dependability, a real interest in your child's welfare? 2. Talk to your child about the type of friends to avoid. Ask if your child can remember a friend who couldn't be counted on.

Stories can be good ways to learn important lessons. Your child can identify with characters in meaningful situations without your having to lecture. Parents and the Schools

Parents need to work with teachers and other parents to ensure that children are brought up well. An African proverb says, "It takes an entire village to raise one child." It is important for parents and other adults to cooperate in order to have common goals for them. Close communication is essential. Parents can visit with teachers to discuss ways they and the school can reinforce the same lessons about good character. Children are less likely to do much homework, for example, if parents let them watch television for hours.

Parents can learn from teachers what their children are studying and what interests them. A teacher or school librarian can provide good ideas for activities to do at home. Parents can cooperate with each other, too. They can agree on standards of supervision at parties and on entertainment. Some parents may be free to escort children to museums, libraries, athletic events, and extracurricular school activities, when others are not. Taking turns can provide better opportunities for all the children. Bibliography Introduction Reading to and reading with children can help them learn responsible behavior. Finding good books, however, requires time and thought. Librarians and teachers can offer valuable assistance. This section is divided into three lists: Beginning (ages 1-6); Intermediate (ages 6-9); and Advanced (ages 9 and up). The age levels overlap and are only rough guides. Please note that some entries have annotations identifying specific habits of character such as courage, self-control, and responsibility. Art and music also can enrich the lives of parents and children. Parents and children can enjoy the illustrations in many of the books listed here. They can find inspiration in the music on carefully chosen records, tapes, and CDs. Audio recordings of the spoken word also can fascinate children and include many dramatic readings, fairy tales, and even whimsy. Magazines, encyclopedias, and a few movies are recommended as well. Films can supplement lessons about responsibility found in the many books listed below. Beginning Ages Aladdin. Retold by Andrew Lang. Illustrated by Errol Le Cain. New York: Puffin, 1983. [Courage] All Night, All Day: A Child's First Book of African-American Spirituals. Selected and illustrated by Ashley Bryan. New York: Atheneum, 1991.

Andersen, Hans Christian. The Emperor's New Clothes. Illustrated by Anne Rockwell. New York: HarperCollins, 1982. [Honesty] Atwater, Richard & Florence. Mr. Popper's Penguins. Illustrated by Robert Lawson. Boston: Little, Brown & Co., 1938. [Kindness; Humor; Imagination] Barrett, Judi. Animals Should Definitely Not Act Like People. Illustrated by Ron Baffet. New York: Aladdin, 1988. [Self-Control] Baylor, Byrd. I'm in Charge of Celebrations. Illustrated by Peter Parnall. New York: Macmillan Child Group, 1986. [Respect for Home and the Natural World; Imagination] Bemelmans, Ludwig. Madeline & the Bad Hat. New York: Puffin, 1977. [Humor] Brott, Ardyth. Jeremy's Decision. Illustrated by Michael Martchenko. New York: Kane-Miller, 1990. Burleigh, Bob. Flight. Illustrated by Mike Wimmer. New York: Putnam, 1991. [Courage; Aspirational] Burton, Virginia L. Choo Choo: The Story of a Little Engine Who Ran Away. Boston: Houghton Mifflin Co., 1988. ______. Katy & the Big Snow. Boston: Houghton Mifflin Co., 1971. [Perseverance] ______. Little House. Boston: Houghton Mifflin Co., 1978. ______. Mike Mulligan & His Steam Shovel. Boston: Houghton Mifflin Co., 1987. Caseley, Judith. Dear Annie. New York: Greenwillow, 1991. Childcraft. The How & Why Library. 15 Volumes. Chicago: World Book, 1991. [For ages 4-10, fine illustrations. Volumes 1-3 contain literature from all ages and around the world. Volumes 4-14 teach children about living things, machines, the world and its people, and about themselves. Volume 15 is for parents.] Cleary, Beverly. Henry Huggins series. Various editions. ______. Ramona series. Various editions. Climo, Shirley. The Cobweb Christmas. Illustrated by Joe Lasker. New York: HarperCollins, 1982. [Kindness] Cooney, Barbara. Miss Rumphius. New York: Viking, 1982. De Brunhoff, Jean. The Story Babar. New York: Dragonfly Books, 1989. Demi. The Empty Pot. New York: Henry Holt & Co., 1990. [Honesty] De Paola, Tomie. The Comic Adventures of Old Mother Hubbard & Her Dog. San Diego: Harcourt Brace Jovanovich, 1981.

Dr. Seuss. Horton Hatches the Egg. New York: Random House, 1940. [Dependability] Dorros, Arthur. Abuela. New York: Dutton, 1991. [Family Commitment] Eastman, P. D. Are You My Mother? New York: Random House, 1986. [Family Commitment] Family Pictures--Cuadros de Familia. Illustrated by Carmen L Garza. San Francisco: Children's Book Press, 1990. [Family Commitment] Flack, Marjorie. The Story About Ping. Illustrated by Kurt Wiese. New York: Puffin, 1977. Fox, Mem. Koala Lou. San Diego: Harcourt Brace Jovanovich, 1989. ______. Wilfrid Gordon McDonald Partridge. Illustrated by Julie Vivas. New York: Kane-Miller, 1985.[Kindness; Helping Each Other; Friendship; Careful Thinking] Freedman, Florence B. Brothers. New York: HarperCollins, 1985. [Family Commitment; Religious Faith] Gag, Wanda. Millions of Cats. New York: Coward, 1977. Galdone, Paul. The Three Billy Goats Gruff. Boston: Clarion, 1981. Gantschev, Ivan. The Christmas Train. Boston: Little, Brown & Co., 1984. [Courage; Careful Garfield, Leon. Fair's Fair. Illustrated by S.D. Schindler. New York: Doubleday, 1983. [Friendship] Greenfield, Eloise. Honey, I Love: And Other Love Poems. Illustrated by Leo & Diane Dillon. New York: HarperCollins, 1978. Includes a poem about Harriet Tubman. Griffith, Helen V. Grandaddy's Place. Illustrated by James Stevenson. New York: Greenwillow, 1987. [Family Commitment; Respect for Home and the Natural World] Grimm's Fairy Tales. Various editions. Includes "The Brave Little Tailor"; "The Bremen Town Musicians"; "Cinderella"; "The Elves & the Shoemaker"; "The Fisherman & His Wife"; "Hansel & Gretel"; "Rapunzel"; "The Sleeping Beauty"; "Snow White & Rose Red"; "Snow White & the Seven Dwarfs"; "The Twelve Dancing Princesses"; and others. Hendershot, Judith. In Coal Country. Illustrated by Thomas B. Allen. New York: Knopf, 1987. [Work Well Done; Family Commitment] Henkes, Kevin. Chrysanthemum. New York: Greenwillow, 1991. [Courage; Self-Respect] Hoban, Russell. A Baby Sister for Frances. Illustrated by Lillian Hoban. New York: HarperCollins, 1976. [Love] Hoffman, Mary. Amazing Grace. New York: Dial Books for Young

Readers, 1991. The Hole in the Dike. Retold by Norma Green. Illustrated by Eric Carle. New York: Crowell, 1975. [Courage; Perseverance] Howard, Elizabeth F. Chita's Christmas Tree. Illustrated by Floyd Cooper. New York: Macmillan Child Group, 1989. Jakes, John. Susanna of the Alamo: A True Story. San Diego: Harcourt Brace Jovanovich, 1986. [Courage] Joosse, Barbara M. Mama, Do You Love Me? Illustrated by Barbara Lavallee. San Francisco: Chronicle Books, 1991. Keats, Ezra J. The Snowy Day. New York: Puffin, 1976. Lasky, Kathryn. Sea Swan. Illustrated by Catherine Stock. New York: Macmillan Child Group, 1988. [Aspiration] Leprince de Beaumont, Marie. Beauty & the Beast. Various editions. Lester, Helen. The Wizard, the Fairy, & the Magic Chicken. Illustrated by Lynn Munsinger. Boston: Houghton Mifflin Co., 1988. [Friendship] Lionni, Leo. A Color of His Own. New York: Pantheon, 1976. ______. It's Mine. New York: Knopf, 1986. ______. Nicolas, Where Have You Been? New York: Knopf, 1987. ______. Swimmy. New York: Pantheon, 1968. Lobel, Arnold. Fables. New York: HarperCollins, 1980. ______. Frog & Toad Are Friends. New York: HarperCollins, 1970. Longfellow, Henry Wadsworth. Hiawatha. Illustrated by Susan Jeffers. New York: Dial Books for Young Readers, 1983. Lon Po Po: A Red Riding Hood Story from China. Translated & Illustrated by Ed Young. New York: Putnam, 1989. [Careful Thinking Humor; Courage] Luttrell, Ida. Three Good Blankets. Illustrated by Michael McDermott. New York: Macmillan Child Group, 1990. [Kindness; Helping Each Other] MacDonald, Betty. Mrs. Piggle-Wiggle. Illustrated by Hilary Knight. New York: HarperCollins, 1957. Martin, Bill, Jr. & John Archambault. Knots on a Counting Rope. Illustrated by Ted Rand. New York: Henry Holt & Co., 1987. [Courage; Family Commitment] McCloskey, Robert. Blueberries for Sal. New York: Puffin, 1989. ______. Make Way for Ducklings. New York: Puffin, 1991. McGuire, Leslie. Baby Night Owl. Illustrated by Mary Szilagyi. New York: Random House, 1989.

McKissack, Patricia C. Flossie & the Fox. Illustrated by Rachel Isadora. New York: Dial Books for Young Readers, 1986. [Self-Reliance; Self-Knowledge; Careful Thinking; Humor] ______. Lost! Boston: Little, Brown & Co., 1990. McQueen, Lucinda. Little Red Hen. New York: Scholastic, 1985. Miles, Miska. Annie & the Old One. Illustrated by Peter Parnall. Boston: Little, Brown & Co., 1972. [Family Commitment; Respect for Home and the Natural World] Milhous, Katherine & Alice Dalgliesh. The Turnip: An Old Russian Folktale. Illustrated by Pierr Morgan. New York: Putnam, 1990. [Cooperation] Milne, A. A. Winnie-the-Pooh. Illustrated by Ernest H. Shepard. New York: Dutton, 1988. [Friendship; Helping Each Other; Humor] Mosel, Arlene. Tikki Tikki Tembo. Illustrated by Blair Lent. New York: Henry Holt & Co., 1968. [Humor, Family Commitment] Mother Goose. Various editions, for example: The Just Right Mother Goose. Selected and illustrated by Arnold Lobel. Mother Goose. Selected and illustrated by Tomie De Paola. The Real Mother Goose. Selected and illustrated by Blanche F. Wright. Lakewood, Ohio: Smarty Pants. Murphy, Jill. Five Minutes' Peace. New York: Putnam, 1989. [Generous Understanding] Olson, Arielle N. The Lighthouse Keeper's Daughter. Illustrated by Elaine Wentworth. Boston: Little, Brown & Co., 1987. [Courage; Unselfishness; Dependability; Responsibility] Piper, Watty. The Little Engine That Could. Various editions. Polacco, Patricia. Babushka's Doll. New York: Simon & Schuster, 1990. ______. Chicken Sunday. New York: Simon & Schuster, 1991. [Family Commitment] Porter, Sue. Little Wolf & the Giant. New York: Simon & Schuster, 1990. Potter, Beatrix. The Tale of Peter Rabbit. London: Warne, 1902. Rey, H. A. Curious George. Boston: Houghton Mifflin, 1973. Ringgold, Faith. Tar Beach. New York: Crown Publishers Inc., 1991. [Self-Reliance; Concern for Others] Rylant, Cynthia. When I Was Young in the Mountains. Illustrated by Diane Goode. New York: Dutton, 1985. San Souci, Robert D. The Talking Eggs. Illustrated by Jerry Pinkney. New York: Dial Books for Young Readers, 1989. Scarry, Richard. What Do People Do All Day? New York: Random

House, 1968. Schindel, John. Who Are You? Illustrated by James Watts. New York: Macmillan Child Group, 1991. [Family Commitment; Concern for Others; Humor] Schwartz, David. Supergrandpa. New York: Lothrop, 1991. Sendak, Maurice. Where the Wild Things Are. New York: HarperCollins, 1988. Singer, Isaac Bashevis. Why Noah Chose the Dove. Illustrated by Eric Carle. New York: Farrar, Straus & Giroux, 1974. [Dependability; Justice] Steig, William. Brave Irene. New York: Farrar, Straus & Giroux, 1986. [Perseverance; Courage] ______. Sylvester & the Magic Pebble. New York: Simon & Schuster, 1988. Steptoe, John. Mufaro's Beautiful Daughters: An African Tale. New York: Lothrop, 1987. [Kindness; Helping Each Other; Justice] Stevenson, Robert Louis. A Child's Garden of Verses. Various editions. Thayer, Ernest L. Casey at the Bat. Illustrated by Wallace Tripp. New York: Putnam, 1980. [Self-Knowledge; Humor] Watson, Jane W., et al. Sometimes I Get Angry. Illustrated by Irene Trivas. New York: Crown, 1986. Williams, Vera B. Cherries & Cherry Pits. New York: Greenwillow, 1986. [Careful Thinking; Imagination; Kindness; Helping Each Other] ______. More More More, Said the Baby. New York: Greenwillow, 1990. Yashima, Taro. Crow Boy. New York: Viking, 1955. [Responsibility; Self-Control] Zemach, Margot. It Could Always Be Worse. New York: Farrar, Straus & Giroux, 1990. Intermediate Ages 6-9 Aesop's Fables. Various editions. [Careful Thinking; Work Well Done] & the Pea"; "Thumbelina"; "The Little Mermaid"; "The Steadfast Tin Soldier"; "The Ugly Duckling";"The Red Shoes"; "The Little Match Girl"; "The Marsh King's Daughter." ______. Snow Queen. Illustrated by Susan Jeffers. New York: Dial Books for Young Readers, 1989.

Babbitt, Natalie. Tuck Everlasting. New York: Farrar, Straus & Giroux, 1975. [Self-Respect; Careful Thinking; Generous Understanding] Barbour, Karen. Mr. Bow Tie. San Diego: Harcourt Brace Jovanovich, 1991. [Generous Understanding; Compassion] Blos, Joan W. A Gathering of Days: A New England Girl's Journal, 1830-32. New York: Macmillan Child Group, 1979. [Family Commitment; Friendship; Perserverance; Humor] Blume, Judy. Tales of a Fourth Grade Nothing. Illustrated by Roy Doty. New York: Dutton, 1972. [Family Commitment; Humor] Bond, Carol Taylor. A Book of Famous Black Americans. Illustrated by Joyce Beecher King With bibliography and activities. Livonia, Michigan: Partner Press, 1989. Includes Marian Anderson, Jesse Owens, Guion S. Bluford, Sojourner Truth, Booker T. Washington, Althea Gibson, Martin Luther King, Jr., Thurgood Marshall, Wilma Rudolph, George Washington Carver, Phillis Wheatley, Shirley Chisholm, Ralph Bunche, Jackie Robinson, Louis Armstrong. Brink, Carol R. Caddie Woodlawn. Illustrated by Trina Schart Hyman. New York: Macmillan Child Group, 1973. [Family Commitment; Respect for Home and the Natural World; Humor] Burnett, Frances Hodgson. Little Lord Fauntleroy, New York: Dell, 1986. [Generous Understanding; Justice] ______. The Secret Garden. Various editions. [Self-Knowledge; Generous Understanding; Respect for Home and the Natural World] Burnford, Sheila. The Incredible Journey. Illustrated by Carl Burger. New York:bantam, 1990. [Perseverance; Friendship; Self-Reliance; Courage] Chaikin, Miriam. Exodus. Illustrated by Charles Mikolaycak. New York: Holiday House, 1987. Cleary, Beverly. Dear Mr. Henshaw. Illustrated by Paul O. Zelinsky. New York: Dell, 1984. [Divorce] Cohen, Barbara. Thank You, Jackie Robinson. Illustrated by Richard Cuffari. New York: Lothrop, 1988. Conrad, Pam. Pedro's Journal. A Voyage with Christopher Columbus. Philadelphia: Boyds Mills Press, 1991. [Courage; Self-Reliance; Work Well Done] Dahl, Ronald. James & the Giant Peach. Illustrated by Nancy E. Burkert. New York: Knopf, 1962. Dalgliesh, Alice. The Courage of Sarah Noble. Illustrated by Leonard Weisgard. New York: Macmillan Child Group, 1986. [Courage; Respect for Home and the Natural World] D'Aulaire, Ingri & Edgar P. D'Aulaire. Book of Greek Myths. New York: Doubleday, 1980. DeJong, Meindert. The House of Sixty Fathers. Illustrated by Maurice Sendak. New York: HarperCollins, 1987. [Kindness;

Helping Each Other; Courage; Family Commitment] ______. Wheel on the School. Various editions. De Paola, Tomie. Bonjour, Mister Satie. New York: Putnam, 1991. Du Bois, William P. The Twenty-One Balloons. New York: Puffin, 1986. [Courage] Estes, Eleanor. The Hundred Dresses. Illustrated by Louis Slobodkin. San Diego: Harcourt Brace Jovanovich, 1974. [Imagination; Courage] Farley, Walter. The Black Stallion. Illustrated by Keith Ward. New York: Random House, 1977. MOVIE: "The Black Stallion", 1979. Field, Eugene. Poems of Childhood. New York: Airmont, 1969. ______. The Gingham Dog & the Calico Cat. Illustrated by Janet Street. New York: Putnam, 1990. ______. Wynken, Blynken, & Nod. New York: Putnam, 1986. Fisher, Aileen. Always Wondering: Some Favorite Poems. Illustrated by Joan Sandin. New York: HarperCollins, 1991. Fitzgerald, John. The Great Brain. Illustrated by Mercer Mayer. New York: Dial Books for Young Readers, 1985. [Family Commitment] Freedman, Russell. Lincoln: A Photobiography. New York: Ticknor & Fields, 1987. [Justice; Courage; Responsibility; Aspiration] Fritz, Jean. The Great Little Madison. New York: Putnam, 1989. [Careful Thinking; Aspiration; Justice] ______. The Double Life of Pocahontas. Illustrated by Ed Young. Putnam, 1983. [Courage] George, Jean C. My Side of the Mountain. New York: Dutton, 1988. Grahame, Kenneth. The Wind in the Willows. Various editions. [Friendship] Hahn, Mary D. Stepping on the Cracks. Boston: Houghton Mifflin Co., 1991. [Generous Understanding] Haviland, Virginia. Favorite Fairy Tales Told Around the World. Illustrated by S. D. Schindler. Boston: Little, Brown & Co., 1985. Hawthorne, Nathaniel. Wonder Book. New York: Airmont. Henry, Marguerite. Misty of Chincoteague. Illustrated by Wesley Dennis. New York: Macmillan Child Group, 1990. [Respect for Home and the Natural World] Homer. The Children's Homer; The Adventures of Odysseus and the Tale of Troy. Retold by Padraic Colum. Illustrated by Willy Pagany. New York: Macmillan Child Group, 1982. [Careful Thinking; Imagination; Perseverance; Respect for Home and the

Natural World; Family Commitment] ______. The Return of Odysseus. Adapted by I.M. Richardson. Illustrated by Hal Frenck. Mahwah, New Jersey: Troll Associates, 1984. [Family Commitment; Courage; Perseverance; Love] ______. The Wooden Horse. Adapted by I.M. Richardson. Illustrated by Hal Frenck. Mahwah, New Jersey: Troll Associates, 1984. [Careful Thinking; Imagination] Howe, Deborah & James. Bunnicula; A Rabbit Tale of Mystery. Illustrated by Alan Daniel. New York: Macmillan Child Group, 1979. [Humor] Jennings, Judi. Why Work? Lexington, Kentucky: University Press of Kentucky, 1989. [Work Well Done; Self-Control & Responsibility; Self-Knowledge] Kipling, Rudyard. The Jungle Book. Various editions. Kuskin, Karla. Dogs & Dragons, Trees & Dreams: A Collection of Poems. New York: HarperCollins, 1980. Lamb, Charles & Mary. Tales from Shakespeare. Various editions. Lang, Andrew. The Blue Fairy Book. Various editions. Lawson, Robert. Ben & Me. New York: Dell, 1973. ______. Rabbit Hill. New York: Puffin, 1977. L'Engle, Madeleine. Time Trilogy: A Wrinkle in Time; A Wind in the Door; A Swiftly Tilting Planet. New York: Farrar, Straus & Giroux, 1979. [Family Commitment; Courage; Self-Reliance] Lewis, C. S. The Chronicles of Narnia (Lion the Witch & the Wardrobe) series. Various editions [Friendship; Courage; Unselfishness; Self-Knowledge] Little, Jean. Hey, World, Here I Am. Illustrated by Sue Truesdell. New York: HarperCollins, 1989. ______. Stars Come Out Within. New York: Viking, 1991. [Self-Reliance; Courage] Longfellow, Henry Wadsworth. Paul Revere's Ride. Illustrated by Nancy W. Parker. New York: Greenwillow, 1985. [Courage] Lovelace, Maud H. Betsy-Tacy. Illustrated by Lois Lenski. New York: HarperCollins, 1966. A series: Betsy, Tacy & Tib; Betsy & Tacy Go Over the Big Hill; Betsy & Tacy Go Downtown; Heaven to Betsy; Betsy in Spite of Herself; Betsy Was a Junior; Betsy & Joe; Betsy's Wedding. [Family Commitment; Friendship; Self-Knowledge; Aspiration] Lowry, Lois. Number the Stars. Boston: Houghton Mifflin Co., 1989. [Justice; Courage; Family Commitment; Self-Knowledge] MacDonald, George. Princess & the Goblin and The Princess & Curdie. Various editions. [Courage] MacLachlan, Patricia. Sarah, Plain & Tall. New York:

HarperCollins, 1985. [Courage; Family Commitment] Maestro, Betsy & Giulio. A More Perfect Union: The Story of Our Constitution. New York: Morrow, 1990. [Justice; Perseverance] Mattingley, Christobel. The Miracle Tree. Illustrated by Marianne Yamaguchi. San Diego: Harcourt Brace Jovanovich, 1986. [Justice; Concern for Others] McKissack, Patricia and Frederick. Frederick Douglass: The Black Lion. Chicago: Children's Press, 1987. [Justice; Courage] ______. Mary McLeod Bethune: A Great Teacher. [Helping Each Other; Aspiration] Merriam, Eve. Fresh Paint: New Poems. Illustrated by David Frampton. New York: Macmillan Child Group, 1986. ______. Halloween A B C. Illustrated by Lane Smith. New York: Macmillan Child Group, 1987. [Poems] Montgomery, L. M., Anne of Green Gables. Series. MOVIE: "Anne of Green Gables", also "Anne of Avonlea", Wonderworks. My Book House. Illustrated. Edited by United Educators Staff. Lake Bluff, Illinois: United Educators, Inc., 1920.12 Volumes. [Contains a bibliography of character traits.] Myers, Walter D. Now is Your Time! The African-American Struggle for Freedom. New York: HarperCollins, 1991. [Courage] O'Hara, Mary. My Friend Flicka (first of a trilogy; Thunderhead, Son Flicka and The Green Grass of Wyoming). New York: HarperCollins, 1988.[Courage; Loyalty; Family Commitment] Osborne, Mary P. George Washington: Leader of a New Nation. New York: Dial, 1991. [Careful Thinking; Aspiration] Park, Barbara. Don't Make Me Smile. New York: Knopf, 1981. Paterson, Katherine. The Great Gilly Hopkins. New York: HarperCollins, 1978. [Generous Understanding; Serf-Knowledge] ______. The Tale of the Mandarin Ducks. Illustrated by Leo and Diane Dillon. New York: Dutton, 1990. [Kindness] Petry, Ann. Harriet Tubman: Conductor on the Underground Railway. New York: HarperCollins, 1955. [Courage; Justice; Self-Sacrifice] Philip, Neil. The Tale of Sir Gawain. Illustrated by Charles Keeping. New York: Putnam, 1987. [Courage; Loyalty] Pyle, Howard. The Merry Adventures of Robin Hood. New York: Dover, 1968. [Justice; Humor, Courage] Rawls, Wilson. Where the Red Fern Grows. New York: Bantam, 1974. [Perseverance; Courage; Family Commitment] Rockwell, Thomas. How to Eat Fried Worms. Illustrated by Emily McMully. New York: Watts, 1973. [Humorl Sandburg, Carl. Rootabaga Stories. Illustrated by Michael

Hague. New York: Harcourt Brace Jovanovich, 1988. Selden, George. The Cricket in Times Square series. Illustrated by Garth Williams. New York: Farrar, Straus & Giroux, 1960. [Friendship; Humor; Kindness] Sewall, Marcia. The Pilgrims Plimoth. New York: Macmillan Child Group, 1986. [Courage; Perseverance; Justice; Kindness; Helping Each Other] Shura, Mary F. Gentle Annie: The True Story of a Civil War Nurse. New York: Scholastic, 1991. Sis, Peter. Follow the Dream. New York: Knopf, 1991. [Courage] Skira-Venturi, Rasabianca. A Weekend with Renoir. New York: Rizzoli, 1992. [Careful Thinking; Imagination] Speare, Elizabeth George. The Sign of the Beaver. Boston: Houghton Mifflin, 1983. [Self-Reliance; Dependability; Generous Understanding; Respect for Home and the Natural World] Spyri, Jobanna. Heidi. Various editions. [Love; Respect for Home and the Natural World; Generous Understanding; Kindness] Stanley, Diane & Peter Vennema. Good Queen Bess: The Story of Queen Elizabeth I of England. New York: Macmillan Child Group, 1991. [Justice; Self-Control & Responsibility] Stevenson, Robert Louis. Black Arrow. Various editions. [Friendship; Courage; Justice; Serf-Knowledge] ______. Treasure Island. Illustrated by N. C. Wyeth. New York: Macmillan Child Group, 1981. [Justice; Courage; Generous Understanding] Stolz, Mary. Barkham Street Trilogy: Dog on Barkham Street; Bully of Barkham Street; Explorer of Barkham Street. New York: HarperCollins, 1989. [Self-Knowledge; Courage] Taylor, Mildred D. Let the Circle Be Unbroken. New York: Puffin, 1991. Sequel to Roll of Thunder, Hear My Cry. ______. Roll of Thunder, Hear My Cry. New York: Dial Books for Young Readers, 1976. [Family Commitment; Justice; Self-Respect] Tolkien, J. R. R. The Hobbit.. Illustrated by Michael Hague. Boston: Houghton Mifflin Co., 1984. [Justice; Courage; Kindness] Tooze, Ruth. Our Rice Village in Cambodia. Illustrated by Ezra Jack Keats. New York: Viking, 1963. Viorst, Judith. Alexander & the Terrible, Horrible, No Good, Very Bad Day. Illustrated by Ray Cruz. New York: Macmillan Child Group, 1976. [Humor] Vo-Dinh. Toad is the Emperor's Uncle: Animal Folktales from Viet-Nam. New York: Doubleday, 1970. Voight, Cynthia. Dicey's Song. New York: Macmillan Child Group, 1982. Sequel to Homecoming.

______. Homecoming. New York: Macmillan Child Group, 1981. [Self-Control & Responsibility; Careful Thinking; Family Commitment] Watkins, Yoko K. So Far from the Bamboo Grove. New York: Lothrop, 1986. [Courage; Concern for Others] White, E. B. Charlotte's Web. Illustrated by Understanding; Imagination] ______. Stuart Little. Illustrated by Garth Williams. New York: HarperCollins, 1945. [Self-Knowledge] ______. The Trumpet of the Swan. Illustrated by Edward Frascino. New York: HarperCollins, 1973. [Family Commitment; Respect for the Natural World; Humor] Wiggin, Kate D. Rebecca of Sunnybrook Farm. New York: Scholastic, 1988. [Self-Knwoledge; Generous Understanding; Aspiration; Work Well Done; Friendship; Family Commitment] Wilde, Oscar. Stories for Children. Illustrated by P. J. Lynch. New York: Macmillan Child Group, 1991. ______. Complete Fairy Tales. Afterword by Jack Zipes. New York: Dutton, 1990. ______. The Happy Prince. Illustrated by Ed Young. New York: Simon & Schuster, 1989. ______. The Nightingale & the Rose. New York: Oxford University Press, 1981. ______. The Selfish Giant. Illustrated by Lisbeth Zwerger. New York: Scholastic, 1991. [Unselfishness; Generous Understanding] Wilder, Laura Ingalls. Little House series. Illustrated by Garth Williams. New York: HarperCollins, 1975. [Family Commitment; Perseverance; Honesty] Advanced Ages 9 and Up Alcott, Louisa May. Eight Cousins. Various editions. ______. Little Women. Various editions. MOVIE: "Little Women", 1933, 1949. [Family Commitment; Self-Control; Humor] Avi. Nothing But the Truth. New York: Orchard Books, 1991. [Justice; Resisting Peer Pressure; Self-Control & Responsibility] WolfRider: A Tale of Terror. New York: Macmillan Child Group, 1988. Bauer, Marion D. On My Honor. New York: Ticknor & Fields, 1986. [Courage; Honesty] Brooks, Bruce. The Moves Make the Man. New York: HarperCollins,

1987. Burroughs, Edgar Rice. Tarzan of the Apes series. Various editions. [Careful Thinking; Self-Reliance; Self-Knowledge] The Constitution of the United States of America. Especially the "Preamble." Various editions. [Justice; Aspiration] Crowe-Carraco, Carole. Women Who Made A Difference. Lexington, Kentucky: University Press of Kentucky, 1989. Danziger, Paula. The Cat Ate My Gymsuit. New York: Dell, 1980. Defoe, Daniel. Robinson Crusoe. Various editions, including abbreviated. [Self-Reliance; Careful Thinking; Imagination] de Saint-Exupery, Antoine. The Little Prince. Various editions. [Friendship; Self-Knowledge; Self-Control & Responsibility] Dickens, Charles. A Christmas Carol. Various editions. [Generous Understanding; Justice] ______. David Copperfield. Various editions. See also "David Copperfield and Little Emily", in My Book House collection. [Friendship] ______. Oliver Twist. Various editions. [Justice; Aspiration; Self-Knowledge] Dodge, Mary M. Hans Brinker: The Silver Skates. New York: Puffin, 1985. Douglass, Frederick. Narrative of the Life of Frederick Douglass: An American Slave. Preface by W. L. Garrison. New York: Dutton, 1968. [Courage; Aspiration] Doyle, Arthur Conan. Adventures of Sherlock Holmes. Various editions. [Careful Thinking; Imagination; Honesty; Justice] Forbes, Esther. Johnny Tremain. Illustrated by Lynd Ward. New York: Dell, 1969. [Courage; Friendship; Self-Reliance] Fox, Paula. One-Eyed Cat. Illustrated by Irene Trivas. New York: Macmillan Child Group, 1984. ______. The Village by the Sea. New York: Orchard, 1988. Frank, Anne. Anne Frank: The Diary of a Young Girl. Various editions. [Self-Knowledge; Justice; Family Commitment; Aspiration; Friendship] Franklin, Benjamin. Autobiography of Benjamin Franklin. Various editions. [Careful Thinking; Self-knowledge; Aspiration] Freedman Russell. Indian Chiefs. New York: Holiday, 1987. [Justice; Careful Thinking; Generous Understanding] ______. The Wright Brothers: How They Invented the Airplane. Photographs. New York: Holiday, 1991. Frost, Robert. Poems. Various editions. Glenn, Mel. Class Dismissed! High School Poems. Photographs by

Michael J. Berstein. New York: Ticknor & Fields, 1988. Haggard, H. Rider. King Solomon's Mines. Various editions. Hamilton, Virginia. Anthony Burns: The Defeat & Triumph of a Fugitive Slave. New York: Knopf, 1988. ______. The House of Dies Drear. New York: Macmillan Child Group, 1984. [Courage, Justice] ______. In the Beginning: Creation Stories from Around the World. Illustrated by Barry Moser. New York: Harcourt Brace Jovanovich, 1988. ______. M. C. Higgins, the Great. New York: Macmillan Child Group, 1974. ______. The People Could Fly. Illustrated by Leo and Diane Dillon. New York: Knopf, 1985. ______. The Planet of Junior Brown. New York: Macmillan Child Group, 1986. Henry, O. Stories. Various editions. See especially "Gift of the Magi." Heyerdahl, Thor. Kon-Tiki. Various editions. [Courage; Careful Thinking; Imagination] Ho, Minfong. The Clay Marble. New York: Farrar, Straus & Giroux, 1991. Irving, Washington. Rip Van Winkle & The Legend of Sleepy Hollow. Various editions. Janeczko, Paul B. Poetspeak: In Their Work, About Their Work: A Selection. New York: Macmillan Child Group, 1983. Jones, Diana W. Dogsbody. New York: Greenwillow, 1988. [Friendship] Keller Helen. Story of My Life. Various editions. [Courage; Friendship; Careful Thinking; Perseverence] Kipling, Rudyard. Captains Courageous & Other Stories. Including "Rikki-Tikki-Tavi" and "The Maltese Cat". New York: Dodd, Mead, and Co., 1959. MOVIE: "Captains Courageous", 1937. Lasky, Kathryn. Pageant. New York: Dell, 1988. [Self-Knowledge; Humor] Lincoln, Abraham. The Gettysburg Address. Various editions. [Courage; Aspiration] Lincoln, Jack. The Call of the Wild. Illustrated by Karel Kezer. New York: Macmillan Child Group, 1970. [Self-Reliance; Self-Knowledge; Respect for the Natural World] ______. White Fang. Various editions. [Respect for the Natural World] McCord, David One at a Time. Illustrated by Henry B. Kane. Boston: Little, Brown & Co., 1986. Poems.

McKinley, Robin. Beauty: A Retelling of the Story of Beauty & the Beast: Pocket, 1985. ______. The Blue Sword. New York: Greenwillow, 1982. ______. Outlaws of Sherwood. New York: Greenwillow, 1988. Merriam, Eve. If Only I Could Tell You: Poems for Young Lovers & Dreamers. Illustrated by Donna Diamond. New York: Knopf, 1983. O'Dell, Scott. Sing Down the Moon. Boston: Houghton Mifflin Co., 1970. Orczy, Emmuska. The Scarlet Pimpernel (first of trilogy). Various editions. [Justice; Courage; Careful Thinking; Imagination] Paterson, Katherine. Bridge to Terabithia. Illustrated by Donna Diamond. New York: HarperCollins, 1977. Frieland, Joyce and Rikki Kessler. Bridge to Terabithia: A Study Guide. New, York: Learning Links, 1982. MOVIE: "Bridge to Terabithia", Wonderworks. ______. Jacob Have I Loved. New York: HarperCollins, 1980. MOVIE: "Jacob Have I Loved", Wonderworks. ______. Lyddie. New York: Dutton, 1991. ______. Of Nightingales That Weep. New York": HarperCollins, 1989. [Self-Knowledge] Sook, Nyul Choi. Year of lmpossible Goodbyes. Boston: Houghton Mifflin Co., 1991. Speare, Elizabeth G. The Witch of Blackbird Pond. New York: Dell, 1972. [Generous Understanding;, Friendship; Resisting Peer Pressure] Twain, Mark. Various editions. The Adventures of Tom Sawyer, Huckleberry Finn, The Prince & the Pauper. Magazines and Encyclopedias Cricket. (Ages 6-12). Literary magazine for children. Well known authors and artists. Highlights for Children. (Ages 4-10). Includes "Guide for Parents and Teachers," stories, poems, craft ideas, cartoons. Kid City (Ages 6-10). For graduates of Sesame Street. Items about popular culture as well as serious issues such as racial inequalities and handicaps. KidSports. (Ages 8-14). Contains advice from professional athletes and stresses practice. Many articles focus on "When I Was Your Age" (a column title). Ladybug. (Ages 2-7). Literary magazine for younger children. From the publishers of Cricket. Includes a parent's supplement.

National Geographic World. (Ages 8-13). A variety of subjects including other children, games, projects, a large pull-out poster. Seedling Series: Short Story International. (Ages 8-12). Contains short stories from around the world, often with a moral or message. Sesame Street. (Ages 26). Educational magazine that draws from the television show. Emphasizes letters and numbers with games to cut out. Every issue includes a read-aloud piece about a serious topic such as starting school. Comes with a guide for parents. Zillions. (Ages 8-14). Consumer Reports for kids. Helps children make wise judgments about the quality and value of items for sale. Compton's Encyclopedia. Illustrated. 26 volumes. Encyclopaedia Britannica, 1992. Bound and on compact disc. New Book of Knowledge. Illustrated 21 volumes. Grolier, 1992. Written for elementary school children. Oxford Children's Encyclopedia. Illustrated. 7 volumes. Oxford University Press, 1991. Random House Children's Encyclopedia. Illustrated. Random House, 1991. World Book. Illustrated. 22 volumes. World Book, Inc., 1991. Appropriate for elementary school students and as a general family reference. Other Booklists Best of the Best for Children. Reference book compiled by the American Library Association. Gives titles with descriptions of books, magazines, videos, and computer software. New York: Random House, 1992. Available in many libraries. Books for Children. List of more than 100 of the best children's books recently published. Compiled by the Library of Congress. Available for $1 from the Consumer Information Center, Pueblo, Colorado 81009. Item 101Z. Choosing Books for Children: A Commonsene Guide, by Betsy Hearne. Revised, expanded, and updated. New York: Delacorte, 1990. The Human Family...Learning To Live Together. Annual listing of children's books that portray relationships among people of different cultural backgrounds, races, and religions. Available free from the National Conference of Christians and Jews, Inc., 71 Fifth Avenue, Suite 1100, New York, New York 10003. The New Read-Aloud Handbook, by Jim Trelease. 2nd revised edition. New York: Penguin, 1989. The New York Times Parent's Guide to the Best Books for

Children. Edited by Eden Ross Lipson. New York: Random House, 1991. [Special subject indexes include such topics as "Family Life and Problems"; "Friendship"; "Growing Up"; "Holidays"; "Immigrants"; "Manners"; "Myths"; "Religion"; "War and Peace"; and others.] Timeless Classics. List of nearly 400 books published before 1960 for children of all ages. Compiled by the National Endowment for the Humanities. Available for $.50 from the Consumer Information Center, Pueblo, Colorado 81009. Item 419Z. Acknowledgements

This booklet has been made possible with help from the following people who reviewed early drafts, provided materials and suggestions, and generously contributed from their own experience: Ruth Pilsbury, Steven Tigner, Marty Sears, Miriam Marecek, Anne Ilacqua, Lee Delattre, Julie Boothby, April Supple, Judith Schickedanz, Joan Dee, Thomas Culliton, Scott and Victoria Stripling, Roselmina Indrisano, Richard Chambers, John Burkett, Roger Shattuck, Leon Kass, Maria Brisk, William Bennet, Jayne Karsten, Myles Striar, William and Jan Russell, Andrew Oldenqist, Edward Styles Peter Losin, Betsy Speicher, Charles Glenn, Victor Kestenbaum, Charles Griswold, Jane O'Hern, David Kahn, Sydney Eisen, Kevin Ryan, Carolyn Gecan, Gary Edwards, Robert Fullinwinder, Charles Karelis, James Herbert, Mary Minner, and many individuals within the Office of Educational Research and Improvement. Mark Travaglini and Mamie Brown copyedited this book with production assistance from Torey Evans. Jaine Shattan reviewed the bibliography and Michael Patrick Hearn advised on the use of artwork that is in the public domain. Edwin J. Delattre is Dean of Boston University's School of Education, Olin Scholar in Applied Ethics, and Professor of Philosophy in the College of Liberal Arts. He is President Emeritus of St. John's College in Annapolis, MD, and Santa Fe, NM, and the author of two books and numerous articles on ethics in education, business, government, and law enforcement. He holds a B.A. from the University of Virginia and a Ph.D. from the University of Texas at Austin.

Nancy Ione Young drew the cover illustration. Illustrations from classic children's books include: pages 3, 5, and 9 by W.W. Denslow in Thw Onderful Wizard of Oz and

pages 20, 26, 30, and 44 by Arthur Rackham in Sleeping BEauty. The illustration of the book on the inside back cover is by Brian A. Griffin. What We Can Do To Help Our Children Learn: Listen to them and pay attention to their problems. Read with them. Tell family stories. Limit their television watching. Have books and other reading materials in the house. Look up words in the dictionary with them. Encourage them to use an encyclopedia. Share favorite poems and songs with them. Take them to the library--get them their own library cards. Take them to museums and historical sites, when possible. Discuss the daily news with them. Go exploring with them and learn about plants, animals, and local geography. Find a quiet place for them to study. Review their homework. Meet with their teachers.

Do you have other ideas? _ .

Books For Children

Books for Children has been published by the Children's Literature Center in the Library of Congress since 1964 for parents, teachers, librarians, publishers, and those interested in the best of this country's current children's literature. HOW SELECTIONS ARE MADE The editor and an advisory committee of children's book

specialists meet on an average of once a month during the year to examine newly published titles-well over five thousand hardcover and paperbound books in 1993-to choose about a hundred titles they consider to be the most noteworthy. Selection criteria have remained constant over the years. Quality of plot, theme, style, pace, characterization, and setting is essential for any story to be satisfying. In addition, for the picture-story book, the art-its harmony with the text-is vital. For nonfiction books, accuracy, organization, timeliness, and clarity of presentation as well as quality of writing and illustration need to be evaluated.

WHAT IS SELECTED AND FOR WHOM The selected books run the gamut from rhymes, concepts, and picture-stories to adventure, fantasy, natural history, biography, and science. Books are chosen for readers from the toddler stage to the teenage years. Some are to be read aloud; some are for instruction; some are for fun; some are to be borrowed from a school or public library or bought as gifts. All were chosen with the intent of stimulating the imaginations of children and adults alike. up to 4

CHRISTMAS CAROL A poem by Sara Teasdale. Pictures by Dale Gottlieb. New York: Holt. 1993. unp. $14.95 ISBN 0-8050-2695-9 Brightly colored, childlike pictures enhance the appeal of this simple little poem celebrating the birth of Jesus. DINOSAUR ENCORE (By) Patricia Mullins. (New York): Perlman/HarperCollins (1993) unp. $15.00 ISBN 0-06-021069-9 For the youngest, a guide to dinosaurs using fold-out flaps to compare various prehistoric beasts with animals of today while supplying brief facts and a glossary. JOHN BURNINGHAM'S ABC (By John Burningham) New York: Crown/Random (1993) unp. $13.00 ISBN 0-517-59503-6 An uncluttered fresh-looking alphabet book, with letters, capital and small, representing a wide range of images, from fruits to birds, to people, animals, and flowers. NOAH'S ARK Retold & illustrated by Lucy Cousins. Cambridge, Mass.: (1993) unp. $14.95 Candlewick Press ISBN 1-56402-213-7 A simple retelling of a favorite Bible story for the youngest features the artist's bright, cheerful pictures, naive in style. THREE BILLY GOATS GRUFF Retold & illustrated by Glen Rounds. New York: Holiday (1993) unp. $14.95 ISBN 0-8234-1015-3

Droll, unpretentious pictures and spare text make this work a welcome addition to collections of illustrated nursery favorites. 5 to 7

EVERYTHING HAS A PLACE By Patricia Lillie. Pictures by Nancy Tafuri. New York: Greenwillow/Morrow (1993) unp. $14.00 ISBN 0-688-10082-1 Reminiscent of Jessie Willcox Smith's work, these clear, uncluttered pictures show various creatures in their natural habitats-the cow in the barn, the bird in the nest, the human baby in a mother's lap. GO AWAY, BIG GREEN MONSTER By Ed Emberley. Boston: Little, Brown (1993) unp. $12.95 ISBN 0316-23653-5 Scraggly purple hair, long blue nose, and little squiggly ears, and a monster is fashioned feature by feature with each turn of the die-cut pages, then quickly banished by its creator, not to return "until I say so." IN THE SMALL, SMALL POND (By) Denise Fleming. New York: Holt (1993) unp. $15.95 ISBN 08050-2264-3 The busy life in frog's pond as the seasons change is chronicled in exuberant rhyme and vibrant collage. ADVENTURES OF SNAIL AT SCHOOL Story & pictures by John Stadler (New York): HarperCollins (1993) unp. (An I can read book) $14.00 ISBN 0-06-021041-9 Three funny stories about Snail who manages to find a highly improbable adventure each time his teacher sends him on an errand. BY THE LIGHT OF THE HALLOWEEN MOON (By) Caroline Stutson. (Illustrations by) Kevin Hawkes. New York: Lothrop/Morrow, 1993 unp. $15.00 ISBN 0-688-12045-8 A cumulative tale, in which a cat in pursuit of a mysterious tapping toe triggers a procession of wonderfully imagined Halloween creatures.

THE COW WHO WOULDN'T COME DOWN Story & pictures by Paul Brett Johnson. New York: Orchard/Watts (1993) unp. $14.95 ISBN 0-531-05481-0 How Miss Rosemary outwits a stubborn cow who takes to flying is told in lively text and pictures. COYOTE STEALS THE BLANKET: AN UTE TALE Retold & illustrated by Janet Stevens. New York: Holiday (1993) unp. $15.95 ISBN 0-823-409961 Vigorous pictures and rhyming text show trickster Coyote, for once, getting his just desserts.

DARCY AND GRAN DON'T LIKE BABIES By Jane Cutler. Illustrated by Susannah Ryan. New York: Scholastic, 1991. unp. $14.95 ISBN-0-590-445871 A nice twist on the sibling rivalry story, with beguiling pictures and a satisfactory ending. GRANDADDY AND JANETTA (By) Helen V. Griffith. Illustrated by James Stevenson. New York: Greenwillow/Morrow (1993) unp. $14.00 ISBN 0-688-11226-9 For grandfathers everywhere, this engaging companion to Grandaddy's Place (1987) reveals new delights that Janetta and her Grandaddy share-fanciful stories, night noises, and a new litter of kittens.

GRANDFATHER'S JOURNEY Written & illustrated by Allen Say. Boston: Houghton (1993) 32p. $16.95 ISBN 0-395-57035-2 Elegant paintings and spare text capture the bittersweet emotions of an immigrant grandfather and his grandson whose hearts are divided between two dramatically different countries, Japan and America. THE FIRE CHILDREN: A WEST AFRICAN CREATION TALE Retold by Eric Maddern. Pictures by Frane Lessac. New York: Dial/Penguin (1993) unp. $14.50 ISBN 0-8037-1477-7 Brilliantly colored, primitive paintings complement this West African myth about the creation of the world's different peoples. Fine for story hour and reading aloud. FOX ON STAGE (By) James Marshall. New York: Dial/Penguin. 1993. 48p. (Dial easy-to-read) $10.89 ISBN 0-8037-1357-6 Young readers will savor the comic adventures of Fox and his friends, told tongue-in-cheek in text and pictures. GARTH PIG STEALS THE SHOW By Mary Rayner. New York: Dutton/Penguin (1993) unp. $13.99 ISBN 0-525-45023-8 Another thoroughly satisfying story about the Pig Family in which the ubiquitous Mrs. Wolf, still in pursuit of Garth Pig, disguises herself as a sousaphone player, only to be outwitted by the intrepid William Pig. Beguiling pictures. HOW YOU WERE BORN (By) Joanna Cole. Photographs by Margaret Miller. New York: Morrow (1993) 48p. $15.00 ISBN 0-688-12059-8 A revision of a 1984 stanby, with fresh, engaging color photographs. I LIKE MONKEYS BECAUSE.... (By) Peter Hansard. Illustrated by Patricia Casey. Cambridge, Mass.: Candlewick Press (1993) unp. (Read and wonder) $14.95 ISBN 1-56402-196-3

An appealing volume, one of six Read and Wonder books, introduces young children to the various species of monkeys found around the world. The series includes Think of a Beaver (Karen Wallace; illustrated by Mick Manning); Think of an Eel (Karen Wallace; illustrated by Mike Bostock); and What is a Wall, after All? (Judy Allen; illustrated by Alan Baron), all published in 1993.

IF ANYTHING EVER GOES WRONG AT THE ZOO (By) Mary Jean Hendrick. Illustrated by Jane Dyer. San Diego: Harcourt (1993) unp. $13.95 ISBN 0-15-238007-8 A fanciful tale, perfect for reading aloud, about a spirited young animal lover whose wish to have the animals at the zoo come to her house comes true. MATTIE'S LITTLE POSSUM PET By Ida Luttrell. Illustrated by Betsy Lewin. (New York: Atheneum, 1993) unp. $14.95 ISBN 0-689-31786-7 Take a sentimental human, a dog and a cat, add a possum, and you have a rollicking tale of misplaced kindness. Bouncy pictures. NANA'S BIRTHDAY PARTY (By) Amy Hest. Pictures by Amy Schwartz. New York: Morrow (1993) unp. $15.00 ISBN 0-688-07497-9 Two young cousins, Maggie and Brette, pool their talents to make their grandmother the best birthday present ever. RAVEN: A TRICKSTER TALE FROM THE NORTHWEST Told & illustrated by Gerald McDermott. San Diego: Harcourt (1993) unp. $14.95 ISBN 0-15-265661-8 Geometric pictures in vibrant colors enhance this retelling of a Northwestern trickster tale in which Raven manages to steal the sun for his people. THE REAL MCCOY: THE LIFE OF AN AFRICAN-AMERICAN INVENTOR By Wendy Towle. Paintings by Will Clay. New York: Scholastic (1993) unp. $14.95 ISBN 0-590-43596-5 A well-illustrated, straightforward biography of the Canadianborn African-American, son of runaway slaves, who invents the first successful automatic oil cup for locomotives.

THE OUTSIDE DOG Story by Charlotte Pomerantz. Pictures by Jennifer Plecas. (New York): HarperCollins (1993) 62p. (An I can read book) $13.95 ISBN-0-06-024782-7 A childlike story, flavored with Spanish words, concerns a little Puerto Rican girl and the stray dog she wants her grandfather to adopt. OWEN (By) Kevin Henkes. New York: Greenwillow/Morrow (1993) unp. col. il. $13.95 ISBN 0-688-11449-0 In this beguilingly pictured, satisfying story with a cast of

mice, Owen's mother finds an ingenious way to separate him from Fuzzy, his treasured yellow blanket, before school begins. SEVEN CANDLES FOR KWANZAA (By) Andrea Davis Pinkney. Pictures by Brian Pinkney. New York: Dial/Penguin (1993) unp. $14.99 ISBN 0-8037-1292-8 Handsome woodcuts and succinct text take a family through the seven days of Kwanzaa, from December 26 through January 2, as they celebrate their African-American heritage, the family, and the harvest. TEN SLY PIRANHAS: A COUNTING STORY IN REVERSE (A TALE OF WICKEDNESS AND WORSE!) (By) William Wise. Pictures by Victoria Chess. New York: Dial/Penguin (1993) unp. $13.50 ISBN 0-8037-1200-6 A tongue-in-cheek counting rhyme featuring ten of nature's most ravenous creatures who are done in by their nature. THREE LITTLE WOLVES AND THE BIG BAD PIG (By) Eugene Trivizas. Illustrated by Helen Oxenbury. New York: McElderry/Macmillan (1993) unp. $15.95 ISBN 0-689-50569-8 Sly pictures give a nice fillip to this twist on the familiar nursery tale that casts the pig as the sinister villain. WHERE ARE YOU GOING, MANYONI? (By) Catherine Stock. New York: Morrow (1993) unp. $15.00 ISBN 0-688-10352-9 Wonderfully detailed paintings take the reader with Manyoni through a peaceful Zimbawe countryside on her way to school. The appended list of unfamiliar words and picture glossary of animals add to the pleasure of the book.

YO! YES? By Chris Raschka. New York: Orchard/Watts (1993) unp. (A Richard Jackson book) $14.95 ISBN 0-531-05469-1 Cartoonlike drawings and minimal text depict with humor the beginnings of a friendship between two hip youngsters. Fun for the older reader. THE CUCKOO CHILD (By) Dick King-Smith. Illustrated by Leslie W. Bowman. New York: Hyperion (1993) 127p. $13.95 ISBN 1-56282-350-7 With the unwitting help of his two pet geese, Jack manages to raise an ostrich from the egg, with astonishing results. DINAH IN LOVE (By) Claudia Mills. New York: Macmillan (1993) 143p. $13.95 ISBN 0-02-766998-X Here Dinah, as impetuous as ever, throws herself into sixth-grade life-the class debate, the class play, a sock hop, and a feud with a boy. DINOSAURS ALL AROUND: AN ARTIST'S VIEW OF THE PREHISTORIC WORLD By Caroline Arnold. Photographs by Richard Hewett. New York:

Clarion/Houghton (1993) 48p. $14.95 ISBN 0-395-62363-4 Numerous photographs and an informative, well-organized text present the work of paleoartists who construct life-size models of dinosaurs for museums and exhibits. 8 to 10 AUTHOR'S DAY Written & illustrated by Daniel Pinkwater. New York: Macmillan (1993) unp. $13.95 ISBN 0-02-774642-9 A hilarious account of the horrors experienced by a celebrated writer during a visit to an elementary school. THE BOGGART (By) Susan Cooper. New York. McElderry/Macmillan (1993) 196p. $14.95 ISBN 0-689-50576-0 Catastrophe dogs Emily's heels when the ancient, mischievous Gaelic spirit she has inadvertently transported to Toronto in her suitcase encounters the wonders of modern technology. Funny, fast-paced. GREEK MYTHS Retold by Geraldine McCaughrean. Illustrated by Emma Chichester Clark. New York: McElderry/Macmillan (1993) 96p. $18.95 ISBN 0-689-50583-3 An attractively illustrated edition of sixteen familiar Greek myths, freely retold. THE HAPPY HOCKY FAMILY (By) Lane Smith. (New York): Viking/Penguin (1993) 60p. $13.99 ISBN 0-670-85206-6 A glorious spoof of the classic "Dick and Jane" reader, complete with stilted language and two-dimensional characters. HARRIET AND THE PROMISED LAND (By) Jacob Lawrence. New York: Simon & Schuster (1993) unp. $15.00 ISBN 0-671-86673-7 The new, enlarged format for this reissue of a 1968 title lends an extra dimension to the full-color paintings and verse that tell the story of Harriet Tubman for young readers. LADY DAISY (By) Dick King-Smith. Illustrated by Jan Naimo Jones. New York: Delacorte Press (1993,c1992) 131p. $14.00 ISBN 0-385-30891-4 A soccer playing nine-year-old boy finds, to the consternation of his family, that his greatest treasure is an antique doll who, unbeknownst to them, is able to communicate with him. LYDIA, QUEEN OF PALESTINE (By) Uri Orlev. Translated from the Hebrew by Hillel Halkin. Boston: Houghton, 1993. 170p. $13.95 ISBN 0-395-65660-5 An engaging narrative about Lydia, a young Romanian Jewish girl and self-proclaimed Queen of Palestine, who remains her indomitable, ferociously imaginative self despite the hardships of World War II, her parents' divorce, and the structured life of

a kibbutz. THE MAN IN THE CEILING Written and illustrated by Jules Feiffer. (New York: HarperCollins, 1993) 185p. (Michael di Capua books) $14.89 ISBN 0-06-205036-2 Witty and sophisticated, this story focuses on Jimmy, a young cartoonist, and his struggles to win acceptance in a world that ridicules his talents. MUMMIES & THEIR MYSTERIES (By) Charlotte Wilcox. Winneapolis: Carolrhoda Books (1993) 64p. $22.95 ISBN 0-87614-767-8 A well-organized, profusely illustrated examination of burial customs, concentrating on mummies and the cultures which produced them.

OF SWORDS AND SORCERERS: THE ADVENTURES OF KING ARTHUR AND HIS KNIGHTS By Margaret Hodges & Margery Evernden. Woodcuts by David Frampton. New York: Scribner (1993) 96p. $14.95 ISBN 0-684-19437-6 Nine well-told stories from the Arthurian cycle, including the coming of Merlin to Wales, the sword in the stone, and the passing of Arthur.

MATTHEW AND THE SEA SINGER (By) Jill Paton Walsh. Illustrated by Alan Marks. New York: Farrar (1993) 46p. $13.00 ISBN 0-374-434869-3 This gem of a fairy tale for young readers tells of staunch young Birdy who cleverly manages to save Matthew, the boy she purchased for a shilling, from the seal people who kidnap him because of his golden voice. MORE ROOTABAGAS Stories by Carl Sandburg. Pictures by Paul O. Zelinsky. Collected and with a Forward by George Hendrick. New York: Knopf (1993) 94p. $18.00 ISBN 0-679-80070-0 A selection of heretofore unpublished Rootabaga stories, for reading aloud. Illustrated with fanciful pictures. POW WOW Photographs and text by George Ancona. San Diego: Harcourt (1993) unp. $16.95 ISBN 0-15-263268-9 A "kaleidoscope of feathers, beadwork, fringe and facepaint" characterizes this full-color photographic essay of the biggest annual powwow in the United States. SCOOTER (By) Vera B. Williams. New York: Greenwillow/Morrow (1993) 147p. il., part col. $15.00 ISBN 0-688-09376-0 Spunky, engaging Elana Rosen illustrates a notebook to record the friendships, drama, and pleasures of New York urban life as she

explores her new neighborhood by scooter. WE'RE ALL IN THE DUMPS WITH JACK AND GUY By Maurice Sendak. (New York: HarperCollins, 1993) unp. (Michael di Capua books) $20.00 ISBN 0-06-205014-1 Powerful illustrations link two little-known nursery rhymes to tell the story of homelessness and abandoned children. 11 and up

ANN FRANK: BEYOND THE DIARY: A PHOTOGRAPHIC REMEMBRANCE By Ruud van der Rol and Rian Verhoeven. In association with the Anne Frank House. Translated by Tony Langham and Plym Peters. With an introduction by Anna Quindlen. (New York): Viking/Penguin (1993) 113p. $17.00 ISBN 0-670-84932-4 Captioned photographs from the Frank family album and succinct commentary make a gripping addition to what is known about the girl who kept a diary and died in the Bergen Belsen death camp. THE CHAMPION (By) Maurice Gee. New York: Simon & Schuster Books (1993. c1989) 212p. $14.00 ISBN 0-671-86561-7 Set in New Zealand during World War II, this tightly constructed, thought-provoking novel tells what befalls a young, black American soldier who is sent to an all-white small town to regain his strength. CHAMPIONS: STORIES OF TEN REMARKABLE ATHLETES By Bill Littlefield. Paintings by Bernie Fuchs. With a forward by Frank Deford. Boston: Little, Brown (1993) 132p. $21.95 ISBN 0-316-52805-6 An inspiring book about ten men and women who excelled in their chosen sport after overcoming such obstacles as severe poverty, disability, and prejudice.

BEHIND THE SECRET WINDOW: A MEMOIR OF A HIDDEN CHILDHOOD DURING WORLD WAR II By Nelly S. Toll. New York: Dial Penguin (1993) 161p. $17.00 ISBN 0-8037-1362-2 A Jewish child's experiences in Nazi-occupied Poland are vividly recreated in this memoir, and illustrated with the vibrant pictures she painted while in hiding. BLACK SHIPS BEFORE TROY: THE STORY OF THE ILIAD (By) Rosemary Sutcliff. Illustrated by Alan Lee. (New York): Delacorte (1993) 128p. $19.95 ISBN 0-385-31069-2 An elegant and simple retelling of the siege of Troy and its aftermath. BULL RUN (By) Paul Fleishman. Woodcuts by David Frampton. (New York):

Geringer/HarperCollins (1993) 104p. $13.95 ISBN 0-06-021446-5 These compelling vignettes that lead sixteen fictional characters to their destiny at the Battle of Bull Run give an unusual perspective on the Civil War. ELEANOR ROOSEVELT: A LIFE OF DISCOVERY (By) Russell Freedman. New York: Clarion/Houghton (1993) 198p. $17.95 ISBN 0-89919-862-7 Striking photographs and perceptive text tell the story of a remarkable woman, undaunted by an anguished childhood, who became a successful, albeit controversial First Lady. FREAK THE MIGHTY By Rodman Philbrick. New York: Blue Sky/Scholastic (1993) 176p. $13.95 ISBN 0-590-47412-X In this compelling novel, eighth-graders Max and Kevin join forces to overcome their considerable physical and emotional problems, and almost beat the odds. THE GIVER (By) Lois Lowry. Boston: Houghton, 1993. 180p. $13.45 ISBN 0-395-64566-2 Twelve-year-old Jonas, who is chosen to bear the burden of his society's memories, must decide whether to accept his destiny or take flight. A thought-provoking, Orwellian novel. HAVELI By Suzanne Fisher Staples. New York: Knopf (1993) 259p. $18.00 ISBN 0-679-84157-1 Sequel to Shabanu, this powerful novel chronicles the determined struggle of Shabanu to survive and protect her small daughter after the death of her husband puts her, the youngest wife, at the mercy of his other wives.

MAKE LEMONADE (By) Virginia Euwer Wolff. New York: Holt (1993) 200p. $15.95 ISBN 0-8050-2228-7 The lives of two teenagers-one a high school drop-out and single mother with two young children, the other, a fourteen-year-old girl trying to earn money for college by babysitting-connect at a crucial point, with bittersweet results.

TONING THE SWEEP (By) Angela Johnson. New York: Orchard/Watts (1993) 103p. (A Richard Jackson book) $13.95 ISBN 0-531-05476-4 Set in the New Mexican desert, this powerful, tender novel concerns the complex relationship between three generations of African-American women who are brought together by the grandmother's terminal illness. WINDLEAF (By) Josepha Sherman. New York: Walker (1993) 121p. $14.95 ISBN 8027-8259-0

To rescue the girl he loves from her implacable father, young Count Thierry finds himself engaged in a desperate, bitter contest with the proud Lord of Faerie. MALCOLM X: BY ANY MEANS NECESSARY By Walter Dean Myers. New York: Scholastic (1993) 210p. $13.95 ISBN 0-590-46484-1 A gripping picture of a controversial figure who, despite great odds, was able to turn his life around and use his considerable intelligence in the struggle for justice. PLAIN CITY (By) Virginia Hamilton. New York: Blue Sky/Scholastic (1993) 194p. $13.95 ISBN 0-590-47364-6 A "mixed" child, twelve-year-old Buhlaire tries to unearth her past and her family history as she learns that the long-missing father who she thought was dead, is alive and homeless. A SHORT WALK AROUND THE PYRAMIDS & THROUGH THE WORLD OF ART By Phillip M. Isaacson. New York: Knopf (1993) 120p. $20.00 ISBN 0-679-81523-6 A well-organized introduction to the many forms art takes, from sculpture, painting, pottery, and photography to furniture and city shapes. family fare

A. NONNY MOUSE WRITES AGAIN! Poems selected by Jack Prelusky. Illustrated by Marjorie Priceman. New York: Knopf (1993) unp. $13.00 ISBN 0-679-83715-9 This delightful mixture of traditional and original verse is enhanced by the artist's jaunty pictures. A continuation of Poems of A. Nonny Mouse. BROWN ANGELS: AN ALBUM OF PICTURES AND VERSE (By) Walter D. Myers. (New York): HarperCollins (c1993) unp. il. $15. ISBN 0-06-022917-9 A nostalgic glimpse of turn-of-the-century African-American children. CHRISTMAS GIF': AN ANTHOLOGY OF CHRISTMAS POEMS, SONGS, AND STORIES Written by and about African-Americans. Compiled by Charlemae Hill Rollins; illustrated by Ashley Bryan. With a new introduction by Dr. Augusta Baker. New York: Morrow (1993) 106p. $14.00 ISBN 0-688-11667-1 Ashley Bryan's stunning black-and-white linoleum prints enrich this anthology of African-American Christmas customs, traditions, poems, stories, and recipes. FROM SEA TO SHINING SEA: A TREASURY OF AMERICAN FOLKLORE AND FOLK SONGS. Illustrated by Eleven Caldecott Medal and Four Caldecott Honor Book Artists. Compiled by Amy L. Cohen. New York: Scholastic (1993) 399p. $29.95 ISBN 0-590-42868-3

A fascinating compendium of Americana-stories, songs, legends, and traditions from the various cultures that have shaped the country from its beginnings.

MOOMINPAPPA AT SEA (By) Tove Jansson. Translated by Kingsley Hart. New York: Farrar (1993,c1966) 224p. $17.00 ISBN 0-374-35044-2 A tale that tells what befalls the Moomintrolls after they leave Moominvalley and go to begin their lives afresh in a lighthouse on an island. PRAISE FOR THE SINGING: SONGS FOR CHILDREN Collected by Madelaine Gill & Greg Pliska. Illustrated by Madelaine Gill; arrangements by Greg Pliska. Boston: Little, Brown (1993) 64p. $18.95 ISBN 0-316-52627-4 An inviting collection of religious Americana, including AfricanAmerican spirituals, Shaker and Jewish songs, and traditional melodies. All are arranged for singing. LIFT EVERY VOICE AND SING (By) James Weldon Johnson. Illustrations by Elizabeth Catlett. Introduction by Jim Haskins. New Yorker: Walker (1993) unp. $14.95 ISBN 0-8027-8250-7 A celebration of the African-American's long journey from slavery to liberty, in powerful linocuts and stirring words. THE STORY OF THE CREATION: WORDS FROM GENESIS (By) Jane Ray. New York: Dutton/Penguin (1993) unp. $16.00 ISBN 0-525-44946-9 Evocative, folk art paintings add to the pleasure of the verses selected from the King James version of the creation of the world. Available in Spanish (ISBN 0-525-45055-6).

Editor: Margaret N. Coughlan Children's Literature Center Assistant to the Editor: Divna Todorovich Children's Literature Team, History and Literature Cataloging Division

Committee members: Nell Colburn Prince George's County (Md.) Memorial Library System Sharon Grover Arlington County (Va.) Public Library Elizabeth Guldseth

Montgomery County (Md.) Department of Public Libraries Steven Herb Pennsylvania State University (University Park, Pa.) Ilze Long Reston (Va.) Regional Library Caroline S. Parr Central Rappahannock (Va.) Regional Library Maria Salvadore District of Columbia Public Libraries Jewell Stoddard Cheshire Cat Bookstore (Washington, D.C.) Victoria Velsey Georgetown Day School (Washington, D.C.) Martha Walke Thomas Jefferson Middle School (Arlington, VA)

Preparing Your Child For College A Resource Book for Parents A NOTE TO PARENTS It's never too early to think about college -- about the benefits of a college education and about ways to put college within reach academically and financially. Throughout their school years, students make academic and other decisions that affect whether they will be eligible to enter college. You -- working with others -- can help your child make these decisions wisely. This resource book is designed to help you with that process. It will help you work with your child and with your child's teachers and guidance counselors, to ensure that he or she has the option of going to college. It will help your child to prepare academically for the rigors of college, and it will help you to plan financially for the costs of a college education. A good academic record on your child's part and sound financial planning on your part will help ensure a menu of opportunities when the time comes to decide about college. Although this book was written primarily as a long-term planning guide for parents, guidance counselors and teachers will also find it useful and informative. This book will help you to -- Set high expectations for your child's future;

-- Know what college options are available; -- Plan your finances with college in mind; and -- Know what financial assistance your child may be eligible to receive. To ensure that today's students will be able to live, work, and compete in the 21st century, the U.S. Department of Education and the Nation's governors set a direction for the Nation by establishing six national education goals. In brief, the goals state that by the year 2000 * All children in America will start school ready to learn; * The high school graduation rate will improve to at least 90 percent; * All children will be competent in at least English, mathematics, science, history, and geography; * American students will be first in the world in science and mathematics; * Adult Americans will be literate and have the skills necessary to compete in a world economy; * And every school in America will be free of drugs and violence. As we turn from a "Nation at Risk" to a "Nation on the Move" we must assure that our children and youth are prepared to meet the challenge of the world economy, the obligation of civic responsibility, and the responsibility of attaining the national education goals. Attaining the national education goals depends greatly on the efforts of the entire community, but especially you, the parents of our children. In helping your child succeed in high school and aim for college, you're also helping our Nation produce informed citizens and a competitive work force for the next decade and beyond. Richard W. Riley U.S. Secretary of Education PREPARING YOUR CHILD FOR COLLEGE I. General Questions About College Why attend college? What types of colleges exist? What kinds of jobs are available to college graduates? II. Preparing for College What can my child do to prepare academically for college? What can my child do outside the classroom to prepare for college?

III. Choosing a College How can my child go about choosing a college? IV. Financing a College Education How much does a college education cost? How can I afford to send my child to college? What are the most common sources of financial aid? Is my child eligible for financial aid? If so, how much ? Are there other ways to keep the cost of college down? V. Long-Range Planning How do I set up a long-range plan? VI. Important Terms What terms do I need to understand? VII. Other Sources of Information Where can I get more information on the topics discussed in this handbook? Exercises and Checklists for You and Your Child Help Your Child Think About a Career Course Planner for Parent and Student College Inquiries College Preparation Checklist for Students Financial Preparation Checklist for Parents Charts Chart 1: Examples of Jobs Requiring College Preparation Chart 2: High School Courses Recommended for a Four-Year College Chart 3: Questions To Ask Guidance Counselors Chart 4: Distribution of College Students by the Amount of Tuition and Fees Charged Chart 5: Typical College Chart 6: Average Tuition and Fees By Type of College, School Year 1991-1992 Chart 7: Amount You Would Need To Save To Have $10,000 Available When Your Child Begins College Chart 8: Examples of Savings Instruments and Investments Chart 9: How Much Need-Based Financial Aid Can My Child Get? Chart 10: Military Postsecondary Education Opportunities Why attend college? A college degree can provide your child with many opportunities in life. A college education can mean: Greater Knowledge

A college education will increase your child's ability to understand developments in science and in society, to think abstractly and critically, to express thoughts clearly in speech and in writing, and to make wise decisions. These skills are useful both on and off the job. Greater Potential A college education can help increase your child's understanding of the community, the Nation, and the world--as he or she explores interests, discovers new areas of knowledge, considers lifelong goals, and becomes a responsible citizen. More Job Opportunities The world is changing rapidly. Many jobs rely on new technology and already require more brain power than muscle power. In your child's working life, more and more jobs will require education beyond high school. With a college education, your child will have more jobs from which to choose. More Money A person who attends college generally earns more than a person who does not. For example, in 1989, a person with a college degree from a four-year college earned approximately $10,000 more in that year than a person who did not go to college. With a college education, your child can earn higher pay. Some of these benefits of college may not be obvious to your child. Even though he or she has to make the final decision to attend college, you can help in the decision-making process by learning about all aspects of college yourself and sharing what you learn with your child. What types of colleges* exist? * Throughout this document, the term "college" is used to refer to all collegiate institutions--both colleges and universities. More than half of all recent high school graduates in the United States have had some type of postsecondary education. In many other countries, a smaller percentage of students go on for more schooling after high school. One reason so many U.S. students seek postsecondary education is that American students have a wide choice of colleges to consider. For this reason, your child is likely to find a college well-suited to his or her needs. There are two basic types of colleges that offer academic programs:

Two-Year Colleges These schools offer two-year programs leading to a certificate, an associate of arts (A.A.) degree, an associate of science (A.S.) degree, or an associate of applied science (A.A.S.) degree. Four-Year Colleges and Universities These schools usually offer a bachelor of arts (B.A.) or bachelor of science (B.S.) degree. Some also offer graduate and professional degrees. Two-Year Colleges For students who want a practical education aimed at a specific career in such areas as bookkeeping, dental hygiene, etc., a two-year program is probably the answer. In many cases, two-year degrees can be transferred to four-year schools and credited toward a B.A. or B.S. degree. Two-year programs vary from school to school, but, in general, are offered by: Junior Colleges: These are generally private institutions, some of which are residential and attended by students who may come from other parts of the country; and Community Colleges: These are public institutions, mostly serving people from nearby communities. Public institutions are supported by state and local revenues. Many junior and community colleges offer technical/vocational training, as well as academic courses. Many offer such programs in cooperation with local businesses, industry, public service agencies, or other organizations. Two-year colleges often operate under an "open admissions" policy, which can vary from school to school. At some institutions, "open admissions" means that anyone who has a high school diploma or GED certificate can enroll. At other schools, anyone over 18 years of age can enroll or, in some cases, anyone deemed able to benefit from the programs at the schools can enroll. Application requirements at some two-year colleges may include a high school transcript--a list of all the courses your child took and grades earned in four years of high school--and college entrance examination scores as well. Some schools have programs that allow "open admissions," while other programs in the same school--particularly in scientific or technical subjects--may have further admission requirements. Since requirements vary widely, it is important to check into schools and programs individually. Four-Year Colleges and Universities

Students who wish to pursue a general academic program usually choose a four-year college or university. Such a program lays the foundation for more advanced studies and professional work. Four-year colleges and universities offer bachelor's degrees (the B.A. and B.S.)in most areas in the arts and sciences, such as English literature, foreign languages, history, economics, political science, biology, zoology, chemistry, and in many other fields. Here are the main differences between four-year colleges and universities: Four-Year Colleges: These are postsecondary schools that provide four-year educational programs in the arts and sciences. These colleges confer bachelorâ&#x20AC;&#x2122;s degrees. Universities: These are postsecondary schools that include a college of arts and/or sciences, one or more programs of graduate studies, and one or more professional schools. Universities confer bachelor's degrees and graduate and professional degrees. When a student earns a bachelor's degree it means that he or she has passed examinations in a broad range of courses and has studied one or two subject areas in greater depth. (These one or two subject areas are called a student's "major" area(s) of study or area(s) of "concentration.") A bachelor's degree is usually required before a student can begin studying for a graduate degree. A graduate degree is usually earned through two or more years of advanced studies beyond four years of college. This might be a master's or a doctoral degree in a particular field or a specialized degree required in certain professions such as law, social work, architecture, or medicine. What kinds of jobs are available to college graduates? Certificates and degrees earned by graduates of two- and four-year colleges or universities usually lead to different kinds of professional opportunities. Many professions require graduate degrees beyond the traditional four-year degree, such as a medical degree or a law degree. For example: A course of study in bookkeeping at a community college generally prepares a student for a Job as a bookkeeper. A four-year degree in economics may prepare a student for any one of several Jobs in a bank or a business. A four-year degree in English may serve as background for getting teacher certification in the subject or for being an editor with a magazine. In Chart 1 below there is a partial listing of different occupations and the educational background generally required for each. Some people who go on to acquire Jobs in the four-year-college column obtain a graduate degree or some graduate education, but many of these Jobs can be filled by people who do not have more than a four-year college education.

For more information on the educational requirements of specific jobs, contact a guidance counselor or check the Occupational Outlook Handbook in your library. (See the last section of this handbook for information on this book arid other publications that discuss jobs.) CHART I Examples of Jobs Requiring College Preparation Two-Year College (Associate's Degree) Electrician Drafter Dental Hygienist Emergency Medical Technician Computer Service Technician Bookkeeper Commercial Artist Film Technician Medical Illustrator Four-Year College (Bachelor's Degree) Accountant Teacher Registered Nurse Engineer Journalist Diplomat Insurance Agent More Than Four Years of College (Various Graduate Degrees Required) Lawyer Doctor Architect Scientist University Professor Economist Psychologist Sociologist Dentist EXERCISE Help Your Child Think About a Career

Step 1: Using the form on the next page, sit down with your child and make a list of jobs that sound interesting. It may help to first think about friends or people you've read about or have seen on television who have interesting jobs. List those jobs in the left-hand column. If your child cannot think of interesting jobs, have him or her list subject areas of interest. Then try to help your child identify jobs in those subject areas. Depending on the job, there may be courses in middle school or high school that will give your child a preview of the type of knowledge that is needed for the particular job. In the right-hand "Education" column, write down the level of education required for the job and any high school or college courses that may help your child prepare for such a career. Step 2: Take the form to your local library and, with the help of a reference librarian, locate books on some of the careers your child has selected. Libraries usually have directories that list career requirements. It is not a problem if your child does not know what career path he/she wants to follow; his or her focus during these years should be on doing well in school. (SEE FORM ON NEXT PAGE.) [Form Omitted] What can my child do to prepare academically for college? To prepare for college, there is no substitute for your child getting a solid academic education. This means your child should take challenging courses in academic subjects and maintain good grades in high school. Your child's transcript will be an important part of his or her college application. A college education builds on the knowledge and skills acquired in earlier years. It is best for your child to start planning a high school course schedule early, in the seventh or eighth grade. Students who don't think ahead may have difficulty completing all the required or recommended courses that will help them qualify for college. Most selective colleges (those with the highest admissions requirements) prefer to admit students who have taken courses in certain subject areas. For example, many colleges prefer that high school students take algebra, geometry, or some other type of specialized math, rather than general math. Some colleges prefer three or four years of a foreign language. Your child's guidance counselor can help your child determine the high school courses required or preferred by different types of colleges. If your child is interested in specific colleges, he or she can contact those schools and ask about their admissions requirements. Your child should take courses in at least these core

areas: -- English -- mathematics -- science -- history and geography A foreign language and computer science are also highly recommended. Chart 2 lists the high school courses that many higher education associations and guidance counselors recommend for a college-bound student. These courses are especially recommended to students who want to attend a four-year college. Even if your child is interested in attending a two-year college, he or she should take most of these courses since they provide the preparation necessary for all kinds of postsecondary education. If your child is interested in pursuing a vocational program in a two-year college, he or she may want to supplement or substitute some of the courses listed in the chart with some vocational or technical courses in his or her field of interest. Your child should take at least the suggested courses in the core areas of English, math, science, history, and geography. Traditional English courses such as American and English literature will help students improve their writing skills, reading comprehension, and vocabulary. History and geography will help your child better understand our society as well as societies around the world. Mathematical and scientific concepts and skills learned in math classes are used in many disciplines outside of these courses. A recent study showed that students who take algebra and geometry in high school are much more likely to go on to college than students who do not. Algebra and geometry are also essential preparation for the college entrance examinations--the SAT (Scholastic Aptitude Test) or the ACT Assessment. These tests measure a student's aptitude in mathematical and verbal comprehension and problem solving. Students applying to colleges in the East and West usually take the SAT exam. Students applying to schools in the South and Midwest often take the ACT. (However, students should check the admission requirements at each school to which they are applying.) Usually, the tests are offered in the Junior and senior years of high school and can be taken more than once if a student wishes to try to improve his or her score. Students can get books at libraries or bookstores to help them to prepare for all of the tests. Some of these books are listed at the back of this resource book. In addition, some private organizations and companies offer courses that help students prepare for these exams. CHART 2 High School Courses Recommended for a Four-Year College

Although academic requirements differ across colleges, the admissions requirements listed below are typical of four-year colleges. The specific classes listed here are examples of the types of courses students can take. English -- 4 years Types of classes: composition American literature English literature World literature Laboratory Science -- 2 to 3 years Types of classes: biology earth science chemistry physics Mathematics -- 3 to 4 years Types of classes: algebra I algebra II geometry trigonometry precalculus calculus Foreign Language -- 2 to 3 years Types of classes: French German Spanish Latin Russian Japanese History & Geography -- 2 to 3 years Types of classes: geography U.S. history

U.S. government world history world cultures Visual & Performing Arts -- 1 year Types of classes: art dance drama music Appropriate Electives -- 1 to 3 years Types of classes: economics psychology statistics computer science communications Many schools offer the Preliminary Scholastic Aptitude Test/National Merit Scholarship Qualifying Test (PSAT/NMSQT) to their students. This is a practice test that helps students prepare for the Scholastic Aptitude Test (SAT). The PSAT is usually administered to tenth or eleventh grade students. A student who does very well on this test and who meets many other academic performance criteria may qualify for the National Merit Scholarship Program. You and your child can find out more about the PSAT/NMSQT and the National Merit Scholarship Program by talking to your child's guidance counselor or by calling or writing to the number or address provided in the back of this handbook. Some colleges also require that an applicant take one or more Achievement Tests in major areas of study. It is a good idea for a student to consult a guidance counselor about this early in high school; often the best time to take an Achievement Test is right after the student has taken a course in that subject. For example, many students take the Biology Achievement Test right after they have completed a course in biology. This could mean that your child would take his or her first Achievement Test as a freshman or sophomore in high school. At the back of this handbook, in the section that lists places where you can get additional information, you will find the address and phone number where you can write or call for more information about the SAT and the Achievement Tests. You will also find the address and phone number for the organization that administers the ACT. Knowing what will be required for college is important; by taking the right courses and examinations from the beginning of high school, your child may avoid admission problems later on. In addition, students who do not prepare well enough

academically in high school, if admitted to college, may be required to take remedial courses. Most colleges do not offer credit for these courses, and students may have to pay for these extra courses and spend extra time in college to earn their degrees. Chart 3 lists some questions that you or your child may want to ask your child's guidance counselor. CHART 3 Questions To Ask Guidance Counselors * What basic academic courses do they recommend for students who want to go to college? * How many years of each academic subject does the high school require for graduation? * What elective courses do they recommend for college-bound students? * How does a student go about completing recommended courses before graduating from high school? * Can students who are considering college get special help or tutoring? * What activities can students do at home and over the summers to strengthen their preparation for college? * How much homework is expected of students preparing for college? * What kinds of high school grades do different colleges require? Course Planner for Parent and Student This exercise will give you and your child a chance to look ahead and choose future courses, but be aware that some courses must be taken in sequence. On the form below, list your child's current courses or courses he or she will take this year. Then list courses that he or she will take during each year of high school. If you are not sure what courses your child should take, you should make an appointment with your child's guidance counselor and get some advice. [Form Omitted] [Form Omitted] [Form Omitted] What can my child do outside the classroom to prepare for college? Interpersonal and leadership skills, interests and goals are all important for college preparation. independent reading

and study, extracurricular activities, and work experience will all help your child develop his or her skills, interests, and goals. Independent Reading and Study Independent reading and study will help your child to prepare academically for college. This is a good way to develop interests, expand knowledge, and improve vocabulary and reading comprehension skills needed for college and the SAT or ACT. Encourage your child to read all kinds of books for fun--fiction and non-fiction. The school library and the local public library are good sources of books, magazines, and newspapers. Extracurricular Activities Many school, community, and religious organizations enable high school students to explore their interests and talents by providing activities outside the classroom. Colleges are often interested in a student's extracurricular activities such as school clubs, the student newspaper, athletics, musical activities, arts, drama, and volunteer work, especially if a student has excelled in one or more of these areas. Work Experience Work experience--paid or volunteer--can teach students discipline, responsibility, reliability, teamwork, and other skills. Some students tutor elementary school children or fellow students in a subject they have mastered themselves. Others help the disadvantaged or volunteer in hospitals. Many colleges are interested in knowing about this type of experience. A summer job is a good way to gain experience and earn money for college as well. If your child works during the school year, he or she should not work so many hours that the job interferes with school work. Creating a Good Place To Study Your child needs a quiet and comfortable place to study. Here are a few things that you can do: (1) Help him or her find a quiet place with some privacy. (2) Set up a desk or large table with good light and place reference books such as a dictionary on the desk or nearby. (3) Make sure your child studies there on a regular basis. How can my child go about choosing a college?

Colleges are located in big cities, suburbs, and small towns throughout the country. Some enroll tens of thousands of students; others enroll only a few hundred. Some are public; others are private. Some private institutions are affiliated with religious institutions; others are not. Some schools enroll only women, others only men. The type of institution best suited to your child depends on his or her individual needs and talents. Your child can begin focusing on the choice of a college by considering the following questions: -- Why do I want to go to college? -- What do I hope to achieve in college? -- Do I have some idea of what I want to study or for which job I want to prepare? -- Do I want to live at home or go away to school? -- Do I prefer an urban or suburban environment? -- Would I be happier in a small college or at a large university? In order to choose a college, you and your child should ask the following questions about the nature and qualify of the schools in which your child has an interest. The Nature of the Education Offered * What is the philosophy of the particular college and what kinds of educational programs does this college offer? Ask about the college's specialties, which types of classes the school offers, and in which fields students can earn a degree or certificate. How many students study in each area, and what do they do when they graduate? * How long does it take to earn a certificate or degree at this college? Students should know how much time it takes to complete a program before they enroll in it. Programs can last anywhere from a few months to several years. Also ask whether the time involved reflects full-time or part-time attendance. * What do students do when they graduate from this school? Do they get jobs in the areas that they were trained for? Do they pursue further education? Job placement rates are particularly important for vocational programs. If a very low percentage of students are

employed in their area of training a year after completing the program, there may be a problem. It can also be useful to ask about beginning salaries of program graduates and the institution's career advising and placement services for its students. Students who enroll in two-year colleges plans to transfer to four-year colleges should inquire about the possibility of doing so and about the number of graduates who transfer each year. Students applying to four-year colleges may want to know how many graduates go on to graduate or professional education. The Quality of the College * How many students who start at this school earn a certificate or degree? How many drop out? A high drop-out rate may suggest that students are dissatisfied with the education an institution provides. Be particularly careful about having your child enroll in a school that graduates a very low percentage of its students. Also ask about tuition refund policies for students who drop out in the first weeks of an educational program. * What is the default rate at this college? Do students repay their loans? The default rate is the percentage of students who took out student loans to help pay their expenses but did not repay them properly. A high default rate may suggest that students who borrowed never completed their educational program, or that they were unable to find jobs and repay the loans when they graduated. Colleges with consistently high default rates may be barred from student loan programs, and students attending these institutions may thus be ineligible for Federal loans. * Have other students who have gone to this college liked it? What has their experience been? Colleges should be able to refer you to current students or recent graduates of their programs. These individuals can give you their opinion about classes, facilities, the faculty (teachers), and the skills they have learned. * What kinds of facilities does this college have? Are they adequate for my child's needs? You and your child should consider the condition of classrooms, libraries, and dormitories when choosing a college. The types of facilities appropriate for a college depend on the type of education provided. For example, a college offering classes in the sciences should have modern laboratories, and an institution that offers computer education classes should have adequate computer facilities.

Admissions Requirements and Financial Aid * What admissions requirements does this college have? Each institution can require students to take certain high school classes and submit certain items with their applications. Make sure you know what is required by the schools that interest your child. * Is this college accredited by an agency recognized by the Secretary of Education and eligible to participate in Federal student aid programs? Federal financial aid is available only to students attending eligible institutions. Students attending other institutions cannot receive Federal financial aid. If you are interested in having your child apply for Federal financial aid, be wary of unaccredited institutions and those with high default rates. You can call the Federal Student Financial Aid Information Center toll-free to find out if a particular college is an eligible institution. The number is 1-800-4FED-AID. EXERCISE College Inquiries Using the form on the next page, help your child list the colleges he/she knows about and might be interested in attending. Write down whether they are two-year or four-year colleges or universities. Ask your child why these schools are appealing to him or her. You and your child may want to contact the colleges to get more information. [Form Omitted] How much does a college education cost? Many people overestimate the cost of college or believe that all schools are expensive. For example, a recent Gallup survey indicated that 13- to 21-year-olds overestimated the average cost of public two- and four-year colleges by more than three times the actual figure. The same group estimated that the costs of private four-year colleges were one-third higher than they actually were. Although some colleges are expensive, costs vary from institution to institution. In addition, the availability of financial aid--money available from various sources to help students pay for college--can make even an expensive college affordable for a qualified student.

College Costs The basic costs of college are tuition, fees, and other expenses: * Tuition Tuition is the amount of money that colleges charge for instruction and for the use of some facilities, such as libraries. Tuition can range from a few hundred dollars per year to more than $18,000. However, there are a few institutions that don't charge any tuition at all. As shown in Chart 4, most students attend colleges that charge less than $3,000 per year for tuition. This occurs because over three-quarters of students attend public institutions whose tuitions are much lower than those of private institutions. [Graphic Omitted] * Fees Fees are charges (usually small) that cover costs generally not associated with the student's course load, such as costs of some athletic activities, student activities, clubs, and special events. * Other Expenses Besides tuition and fees, students at most colleges and universities pay for room, board, books, supplies, transportation, and other miscellaneous costs. "Room and board" refers to the cost of housing and food. Typical college costs are listed in Chart 5 below. CHART 5 Typical College Costs Tuition Fees Room Board

Books Supplies Transportation Miscellaneous Expenses

Tuition at Public and Private Colleges It is important to know the difference between public and private institutions. A school's private or public status has a lot to do with its tuition.

* Public Institutions Over three-quarters of all students in two- and four-year colleges attend State or other public colleges. Since these schools receive a large proportion of their budgets from State or local government, they can charge students who live in that State (in-state students) relatively low tuition. Students from other States (out-of-state students) usually pay higher tuition. In 1991-92, in-state students attending public four-year colleges faced an average tuition and fees of $2,137 per year. in-state students at public two-year colleges faced an average tuition and fees of $1,022 per year in 1991-92. If the costs of room, board, books, supplies, and transportation are added to tuition and fees, the average total cost of attending a public four-year college was $6,437 in 1991-92. Since many students who attend two-year public schools live at home, the average total cost of attending a two-year public college in 1991-92 was $2,404. This includes the cost of tuition, fees, books, supplies, and transportation for a commuter student. * Private Institutions Private (sometimes called "independent") institutions charge the same tuition for both in-state and out-of-state students. Private college tuitions tend to be higher than those of public colleges because private schools receive less financial support from States and local governments. Most private colleges are "non-profit." Other private postsecondary schools-mostly vocational and trade schools--are "proprietary." Such institutions are legally permitted to make a profit. Students at private colleges in 1991-92 faced an average tuition and fees of $10,017 per year at four-year colleges and $5,290 per year at two-year non-profit colleges. If the costs of room, board, books, supplies, and transportation are added to tuition and fees, the average total cost of attending a private four-year college was $15,381 in 1991-92. If these same kinds of costs are added to the tuition and fees of a two-year private college, the average total cost of attending such a school was $10,019 in 1991-92. Chart 6 below shows the average tuition and fees faced by students at four different kinds of colleges in school year 1991-92. Future College Costs By the time your child is ready to attend college, the tuition, fees, and costs of room, board, and other expenses will be larger than the amounts discussed in this handbook. Because there are many factors that affect the costs of a college education, it is impossible to know exactly how much colleges will charge when your child is ready to enroll. Be

cautious when people tell you a particular amount; no one can be sure how much costs will change over time. In addition, as college costs increase, the amount of money you earn, and thus the amount you will have available to pay for college, will also rise. [Graphic Omitted] How can I afford to send my child to college? Saving money in advance and obtaining financial aid are common ways for parents to make their child's education affordable. Other ways of making college affordable, such as attending college part time, will be discussed later in this handbook. (See the section beginning on page 32.) Saving Money Saving money is the primary way to prepare for the costs of college. Setting aside a certain amount every month or each payday will help build up a fund for college. If you and your child begin saving early, the amount you have to set aside each month will be smaller. In order to set up a savings schedule, you'll need to think about where your child might attend college, how much that type of college might cost, and how much you can afford to save. Keep in mind that colleges of the same type have a range of costs and your child may be able to attend one that is less expensive. You can also pay part of the costs from your earnings while your child is attending school. In addition, your child may also be able to meet some of the costs of college by working during the school year or during the summer. Finally, some Federal, State, or other student financial aid may be available, including loans to you and to your child. You will also want to think about what kind of savings instrument to use or what kind of investment to make. By putting your money in some kind of savings instrument or investment, you can set aside small amounts of money regularly and the money will earn interest or dividends. Interest refers to the amount that your money earns when it is kept in a savings instrument. Dividends are payments of part of a company's earnings to people who hold stock in the company. A savings instrument has an "interest rate" associated with it; this refers to the rate at which the money in the instrument increases over a certain period of time. Principal refers to the face value or the amount of money you place in the savings instrument on which the interest is earned. Chart 7 shows how much you would need to save each month in order to have $10,000 available when your child begins college. As the chart demonstrates, the amount varies depending on the interest rate you obtain and the number of years that you save. The higher the interest rate and the earlier you begin to save, the less you need to set aside each month. For example, if you start saving when your child is born, you will have 18 years to save. As shown on the chart, each

month you will only have to deposit $32 in an account earning 4 percent interest in order to save $10,099 by the time your child is 18. However, if you use the same savings instrument but do not start to save until your child is 16, you will have to save $401 each month. In addition, if you use the instrument with the higher interest rate--8 percent--you will only have to put away $21 each month starting when your child is born. Remember, by starting to save early and by using instruments with higher interest rates, you can put aside smaller amounts. If you wait until later to start saving, you may not be able to afford to put away the larger amounts of money needed to meet your savings goals. CHART 7 Amount You Would Need To Save To Have $10,000 Available When Your Child Begins College Amount Available When Child Begins College If you start Number saving when of years Monthly your child saving Savings Principal Earned Savings (Assuming a 4 percent interest rate.) Newborn

$32

$6,912

$3,187 $10,099

Age 4

7,560

2,552

10,112

Age 8

8,160

1,853

10,013

Age 12

124

8,928

1,144

10,072

Age 16

401

9,624

378

10,002

(Assuming an 8 percent interest rate.) Newborn

$21

$4,536

$5,546 $10,082

Age 4

5,544

4,621

10,165

Age 8

6,660

3,462

10,062

Age 12

109

7,848

2,183

10,031

Age 16

386

9,264

746

10,010

When deciding which type of savings instrument or Investment is right for you and your family, you should consider four features: -- Risk: The danger that the money you set aside could be worth less in the future. -- Return: The amount of money you earn on the savings instrument or investment through interest or dividends.

-- Liquidity: How quickly you can gain access to the money in the instrument or investment. -- Time Frame: The number of years you will need to save or invest. When you select one or more savings instruments or investments, you should balance these factors by minimizing the risk while maximizing the return on your money. You will also want to be sure that you will be able to access the money at the time you need to pay for your child's education. If you start early enough, you may feel confident about making some long-term investments. Some investments are riskier than others but can help you earn more money over time. Chart 8 lists some of the major kinds of savings instruments and investments that you may want to use. You can get more information on these and other savings instruments at local banks and at your neighborhood library. Don't forget that you won't necessarily have to save for the entire cost of college. The following section tells about student financial aid for which you and your child might qualify and other ways to keep college costs down. [Graphic Omitted] Financial Aid Financial aid can help many families meet college costs. Every year millions of students apply for and receive financial aid. In fact, almost one-half of all students who go on for more education after high school receive financial aid of some kind. In school year 1990-91, postsecondary students received about $28 billion in financial aid. There are three main types of financial assistance available to qualified students at the college level: -- Grants and Scholarships; -- Loans; a -- Work-Study. * Grants and Scholarships Grants and scholarships provide aid that does not have to be repaid. However, some require that recipients maintain certain grade levels or take certain courses. * Loans Loans are another type of financial aid and are available to both students and parents. Like a car loan or a mortgage for a house, an education loan must eventually be repaid. Often, payments do not begin until the student finishes school, and

the interest rate on education loans is commonly lower than for other types of loans. For students with no established credit record, it is usually easier to get student loans than other kinds of loans. There are many different kinds of education loans. Before taking out any loan, be sure to ask the following kinds of questions: -- What are the exact provisions of the loan? -- What is the interest rate? -- Exactly how much has to be paid in interest? -- What will the monthly payments be? -- When will the monthly payments begin? -- How long will the monthly payments lost? -- What happens if you miss one of the monthly payments? -- Is there a grace period for paying back the loan? In all cases, a loan taken to pay for a college education must be repaid, whether or not a student finishes school or gets a job after graduation. Failure to repay a student loan can ruin a person's credit rating and make finances much more difficult in the future. This is an important reason to consider a college's graduation and job placement rates when you help your child choose a school. * Work-Study Programs Many students work during the summer and/ or part time during the school year to help pay for college. Although many obtain jobs on their own, many colleges also offer work-study programs to their students. A work-study job is often part of a student's financial aid package. The jobs are usually on campus and the money earned is used to pay for tuition or other college charges. The types of financial aid discussed above can be merit-based, need-based, or a combination of merit-based and need-based. * Merit-based Financial Aid Merit-based assistance, usually in the form of scholarships or grants, is given to students who meet requirements not related to financial needs. For example, a merit scholarship may be given to a student who has done well in high school or one who displays artistic or athletic talent. Most merit-based aid is awarded on the basis of academic performance or potential. * Need-based Financial Aid

"Need-based" means that the amount of aid a student can receive depends on the cost of the college and on his or her family's ability to pay these costs. Most financial aid is need-based and is available to qualified students. What are the most common sources of financial aid? Student financial aid is available from a number of sources, including the Federal Government, State governments, colleges and universities, and other organizations. Students can receive aid from more than one source. * Federal Financial Assistance The Federal Government supplies the largest amount of all student aid, about 75 percent or $20 billion annually. The largest and most popular Federal student aid programs are: -- Federal Pell Grants These are need-based grants that will be given to over 4 million students for school year 1992-93. In school year 1992-93, the maximum Pell Grant will be $2,400. -- Federal Stafford Loans Starting in October 1992 there will be two Stafford loan programs-one need-based program and another non-need-based. In 1992 approximately 4 million students will receive Stafford Loans. Under the need-based program, the Federal Government pays interest on the loan while the student is in school and the student starts paying back the loan and the interest after graduation. Under the non-need-based loan program, the interest accrues while the student is in school. After graduation the student must pay back the loan and the interest on the loan, including the interest that accrued while the student was in school. Under the Stafford loan programs, the combined loan limits are $2625 for the first year, $3500 for the second year, $5500 for the third or more years. An undergraduate cannot borrow more than a total of $23,000. In addition to Federal Stafford Loans for students, two other Federal loan programs are available through which students or their parents can borrow funds to attend school. -- Federal Campus-Based Programs The Federal Government also provides money to colleges to give to needy students. There are three Campus-Based programs--a grant program (Supplemental Educational Opportunity Grants or SEOGs), a loan program (Perkins Loans), and the

College Work-Study Program. Students can get aid from more than one Federal program. For the most up-to-date information about student aid supplied by the Federal Government, call the Federal Student Financial Aid Information Center toll-free at the U.S. Department of Education at 1-800-4FED-AID. You can also obtain a guide to Federal financial aid for students, called The Student Guide, which provides an extensive and updated discussion of all Federal student aid programs. You can obtain the Guide by writing to the following address: Federal Student Aid Information Center P.O. Box 84 Washington, D.C. 20044 Call: 1-800-4FED-AID * State Financial Assistance States generally give portions of State budgets to public colleges and universities. This support lowers tuition for all students attending these schools. Some States also offer financial assistance directly to individual students, which can be need-based or merit-based. To find out about State aid where you live, call or write your State's higher education agency. The phone numbers and addresses of all of these agencies are listed in the last section of this handbook. * College/University Assistance Colleges themselves provide aid to many of their students. Most of this "institutional aid" is in the form of scholarships or grants. Some is need-based and some is merit-based. When your child wants financial aid information about specific schools, he or she should contact the financial aid offices of these schools and request information. * Other Types of Assistance Other organizations, such as corporations, labor unions, professional associations, religious organizations, and credit unions, sometimes award financial aid. You can find out about the availability of such scholarships by contacting someone from the specific organization or by directly contacting its main headquarters. In addition, some organizations, particularly foundations, offer scholarships to minorities, women, and disabled students. To learn more about such scholarships, go to the nearest public library with a good reference section and look for directories that list such scholarships. (The names of a few books that list scholarships appear in the last section of this handbook.) College admissions offices and high school guidance counselors should also be able to provide more information about

scholarships. * Help in Getting More Information The guidance counselors at your child's high school should be able to provide information on when and how to apply for Federal, State, and other types of aid. If they cannot give you this information, try a local college. Even if your child doesn't plan to attend that particular institution, financial aid officers there should have information on Federal financial aid. Many colleges can also tell you about State aid and their own institutional aid. Is my child eligible for financial aid? If so, how much? To qualify for Federal aid, you or your child must submit a financial aid application. Applications for financial aid request information about your family's income, savings, and assets, as well as information on the number of children in the family who are in college. You can get a copy of the Federal financial aid form by calling the toll-free number that was mentioned earlier: 1-800-4FED-AID. To apply for other aid in addition to Federal aid, you may need additional forms. High school guidance counselors can tell you more about applying for financial aid, including where to get forms you might need for State aid. From information you report on the financial aid forms, your expected family contribution (EFC) is calculated. The EFC is the amount of money a student and his or her family are expected to contribute to the costs of attending college. Using the EFC and other information that you provide, each college to which you apply will determine your financial need. Financial need equals the cost of education minus the EFC and represents the maximum amount of need-based aid the student can receive. In addition, students can borrow money to cover the EFC. Because financial aid determinations consider both financial need and education costs, you should not rule out a school because you think it costs too much. In fact, with financial aid it may cost no more to attend an expensive institution than a cheaper one. Chart 9 below summarizes the simple calculation that is performed to determine financial need. CHART 9 How Much Need-Based Financial Aid Can My Child Get? The amount of need-based financial aid a student qualifies for depends on his or her financial need. Financial need is equal to the cost of education (estimated costs for college attendance and basic living expenses) minus the family contribution (the amount a student's family is expected to pay, which varies according to the family's financial resources).

Cost of Education

Expected Family Contribution

Financial Needs

Includes costs of Tuition Students can receive Fees Based on the financial up to this amount of Room - resources of a student = need-based financial Board and his or her family aid, such as Pell Books Supplies Grants and Stafford Transportation Loans. To give you a better idea of how you can finance your child's college education, examples of two college students' financial aid packages are shown below. Note that these financial aid packages are Just examples of the kinds of packages that students with these profiles would receive if they attended the schools described below. PROFILE 1 -- FIRST STUDENT I. Student's Background Family Income ....................................$12,000 Family Size.............................................4 Number of Family Members in College ....................1 II. Characteristics of the College That Student Would Like To Attend and Student's Financial Aid Package at That College A. A 2-Year Public College. Total cost of attending this college comes to $4,000.* Student's Financial Aid Package at This College: Total Cost of Education ..........................$4,000 Expected Family Contribution (EFC) Parents............$0 Student**(from summer job savings) .................$700 Financial Need....................................$3,300 For this student, the total cost of education is $4,000. When you subtract the EFC, the financial need is $3,300. Therefore, the financial aid package below was offered to the student. Example of Financial Aid Package: Financial Need....................................$3,300

Pell Grant.........................................2,400 SEOG***..............................................400 State Aid............................................500 Total Financial Aid ..............................$3,300 B. A 4-Year Public College. Total cost of attending this institution comes to $6,500.* Student's Financial Aid Package at This College: Total Cost of Education ..........................$6,500 Expected Family Contribution (EFC) Parents............$0 Student** (from summer job savings) ...............$ 700 Financial Need....................................$5,800 For this student, the total cost of education is $6,500. When you subtract the EFC, the financial need is $5,800. Therefore, the financial aid package below was offered to the student. Example of Financial Aid Package: Financial Need....................................$5,800 Pell Grant.........................................2,400 SEOG***..............................................600 Work-Study...........................................800 Perkins Loan****...................................1,000 State Aid..........................................1,000 Total Financial Aid ..............................$5,800 C. A 4-Year Private College. Total cost of attending this institution comes to $15,200.* Student's Financial Aid Package at This College: Total Cost of Education .........................$15,200 Expected Family Contribution (EFC) Parents............$0 Student** (from summer job savings) ...............$ 700 Financial Need ..................................$14,500 For this student, the total cost of education is $15,200. When you subtract the EFC, the financial need is $14,500. Therefore, the financial aid package below was offered to the student. Example of Financial Aid Package: Financial Need ..................................$14,500

Pell Grant.........................................2,400 SEOG***............................................1,000 Work-Study.........................................1,200 Perkins Loan****...................................1,000 Stafford Loan......................................1,500 State Aid..........................................1,400 Institutional Aid..................................6,000 Total Financial Aid .............................$14,500 PROFILE 2 -- SECOND STUDENT I. Student's Background Family Income .........................................$32,000 Family Size..................................................4 Number of Family Members in College ........................ 1 II. Characteristics of the College That Student Would Like To Attend and Student's Financial Aid Package at That College A. A 2-Year Public College. Total cost of attending this college comes to $4,000.* Student's Financial Aid Package at This College: Total Cost of Education ..........................$4,000 Expected Family Contribution (EFC) Parents........$1,500 Student** (from summer job savings) ...............$ 700 Financial Need ...................................$1,800 For this student, the total cost of education is $4,000. When you subtract the EFC, the financial need is $1,800. Therefore, the financial aid package below was offered to the student. Example of Financial Aid Package: Financial Need ...................................$1,800 Pell Grant...........................................700 SEOG*** .............................................500 Work-Study...........................................600 Total Financial Aid ..............................$1,800 B. A 4-Year Public College. Total cost of attending this institution comes to $6,500.* Student's Financial Aid Package at This College: Total Cost of Education ..........................$6,500

Expected Family Contribution (EFC) Parents .......$1,500 Student** (from summer job savings) ...............$ 700 Financial Need ...................................$4,300 For this student, the total cost of education is $6,500. When you subtract the EFC, the financial need is $4,300. Therefore, the following financial aid package was offered to the student. Example of Financial Aid Package: Financial Need ...................................$4,300 Pell Grant ...........................................700 SEOG***...............................................600 Work-Study..........................................1,400 Stafford Loan.......................................1,000 State Aid.............................................600 Total Financial Aid ...............................$4,300 C. A 4-Year Private College. Total cost of attending this institution comes to $15,200.* Student's Financial Aid Package at This College: Total Cost of Education .........................$15,200 Expected Family Contribution (EFC) Parents .......$1,500 Student** (from summer job savings) ................$700 Financial Need ..................................$13,000 For this student, the total cost of education is $15,200.* When you subtract the EFC, the financial need is $13,000. Therefore, the financial aid package below was offered to the student. Example of Financial Aid Package: Financial Need ..................................$13,000 Pell Grant............................................700 SEOG***.............................................1,200 Work-Study..........................................1,500 Perkins Loan****....................................2,000 Stafford Loan.......................................2,500 State Aid.............................................800 Institutional Aid...................................4,300 Total Financial Aid ..............................$13,000 * This "total cost" includes tuition, fees, room, board, books, supplies, and transportation. ** The student worked during two summer vacations while in

high school and saved $700 for college. *** An SEOG is a Supplemental Educational Opportunity Grant--which is a Federal award that helps undergraduates with financial need, and is awarded by the school. **** A Perkins Loan is a low-interest Federal loan for undergraduates and graduate students with financial need, and is awarded by the school. Are there other ways to keep the cost of college down? Enroll in a Two-Year College; Then Transfer to a Four-Year College Local community colleges are usually the least expensive. In addition to charging low tuition, they are located in the area in which the student lives, which makes it possible to save by living at home and commuting to campus. After completing an associate's degree or certificate in a two-year college, students often can transfer to a four-year college and work toward a bachelor's degree. If your child chooses this route, he or she needs to take courses in the two-year college that will count toward a bachelor's degree. Certain community college courses may not be transferable to a four-year institution. Community college admissions officers can explain transfer terms and opportunities. Work Part Time Some students choose to work part time and attend college part time. If your child wishes to do this, he or she should make sure that work, classes, and time for studying do not conflict. Some institutions offer programs that enable students to combine work and classes. Although going to school part time is a good option for many students, it usually takes longer for part-time students to earn their degrees. Take Advantage of Armed Forces Education Programs All of the ways to get postsecondary educational training through the Armed Forces are shown in Chart 10 below. The armed forces offer educational programs during or after active duty. If your child prefers to work toward a college degree immediately after high school, attending one of the military academies or attending a civilian school and enrolling in the [Graphic Omitted] Reserve Officers Training Corps (ROTC) program are options. If your child wants to join the armed forces before attending college full time, he or she can attend college after military service by taking advantage of the Montgomery GI Bill

or by obtaining college credit for some of the military training he or she will receive. * Military Academies Each branch of the military, with the exception of the Marine Corps, has its own academy--a four-year college that offers a bachelor's degree and a commission in the military upon graduation. The military academies are highly competitive and are tuition-free to students who are admitted. The three main military academies are: (1) U.S. Military Academy, located in West Point, New York; (2) U.S. Naval Academy, located in Annapolis, Maryland; and (3) U.S. Air Force Academy, located in Colorado Springs, Colorado. * ROTC In the ROTC scholarship program, the military covers the cost of tuition, fees, and textbooks and also provides a monthly allowance. Scholarship recipients participate in summer training while in college and fulfill a service commitment after college. * The Montgomery GI Bill This bill provides financial support for people who wish to pursue a college education after serving in the military. * Other Ways To Get a College Education in the Armed Forces Most branches of the military offer some kind of tuition assistance program that enables members to take college courses at civilian colleges during their off-duty hours while on active duty. In addition, military training while on active duty can sometimes count toward college credit. All branches of the military offer training in various technical and vocational areas, and military enrollees can often obtain college credit for some of this training. Local armed forces recruiting offices can provide detailed information about education opportunities through the military. How do I set up a long-range plan? Step by step, you can help your child make informed decisions about his or her education, do well academically, learn about colleges, and find the best possible opportunities for a college education.

Following are two checklists that are designed to help you and your child, year by year, progress toward preparing for college--both academically and financially. The first list speaks directly to your child, although he or she may need your help. The second list speaks directly to you. College Preparation Checklist for Students PRE-HIGH SCHOOL: * Take challenging classes in English, mathematics, science, history, geography, and a foreign language. * Develop strong study skills. * Start thinking about which high school classes will best prepare you for college. * If you have an opportunity to choose among high schools, or among different programs within one high school, investigate the options and determine which ones will help you -further your academic and career interests and open doors to many future options. * Investigate different ways to save money--buying a U.S. Savings Bond or opening a savings account in a bank, etc. * Start saving for college if you haven't already. HIGH SCHOOL: gth GRADE * Take challenging classes in English, mathematics, science, history, geography, and a foreign language. * Get to know your career counselor or guidance counselor, and other college resources available in your school. * Talk to adults in a variety of professions to determine what they like and dislike about their jobs and what kind of education is needed for each kind of job. * Continue to save for college. 10TH GRADE * Take challenging classes in English, mathematics, science, history, geography, and a foreign language. * Talk to adults in a variety of professions to determine

what they like and dislike about their jobs, and what kind of education is needed for each kind of job. * Become involved in school- or community- based extracurricular (before or after school) activities that interest you and/or enable you to explore career interests. * Meet with your career counselor or guidance counselor to discuss colleges and their requirements. * Take the Preliminary Scholastic Aptitude Test/National Merit Scholarship Qualifying Test (PSAT/NMSQT). You must register early. If you have difficulty paying the registration fee, see your guidance counselor about getting a fee waiver. * Take advantage of opportunities to visit colleges and talk to students. * Continue to save for college. 11TH GRADE * Take challenging classes in English, mathematics, science, history, geography, and a foreign language. * Meet with your career counselor or guidance counselor to discuss colleges and their requirements. * Continue involvement in school- or community-based extracurricular activities. * Decide which colleges most interest you. Write these schools to request information and an application for admission. Be sure to ask about special admissions requirements, financial aid, and deadlines. * Talk to college representatives at college fairs. * Take advantage of opportunities to visit colleges and talk to students. * Consider people to ask for recommendations--teachers, counselors, employers, etc. * Investigate the availability of financial aid from Federal, State, local, and private sources. Call the Student Aid Hotline at the U.S. Department of Education (1-800-4FED-AID) for a student guide to Federal financial aid. Talk to your guidance counselor for more information. * Investigate the availability of scholarships provided by organizations such as corporations, labor unions, professional associations, religious organizations, and credit unions. * If applicable, go to the library and look for directories of scholarships for women, minorities, and disabled students.

* Register for and take the Scholastic Aptitude Test (SAT), the ACT, Achievement Tests, or any other exams required for admission to the colleges you might want to attend. If you have difficulty paying the registration fee, see your guidance counselor about getting a fee waiver. * Continue to save for college. 12TH GRADE * Take challenging classes in English, mathematics, science, history, geography, and a foreign language. * Meet with your counselor early in the year to discuss your plans. * Complete all necessary financial aid forms. Make sure that you fill out at least one form that can be used for Federal aid. * Write colleges to request information and applications for admission. Be sure to ask about financial aid, admissions requirements, and deadlines. * If possible, visit the colleges that most interest you. * Register for and take the Scholastic Aptitude Test (SAT), American College Test (ACT), Achievement Tests, or any other exams required for admission to the colleges to which you are applying. If you have difficulty paying the registration fee, see your guidance counselor about getting a fee waiver. * Prepare your application carefully. Follow the instructions, and PAY CLOSE ATTENTION TO DEADLINES! Be sure to ask your counselor and teachers at least two weeks before your application deadlines to submit the necessary documents to colleges (your transcript, letters of recommendation, etc.). Financial Preparation Checklist for Parents PRE-HIGH SCHOOL: * Investigate different ways to save money--buying a U.S. Savings Bond or opening a savings account in a bank, etc. * Start saving money for your child's college education. HIGH SCHOOL: 9TH GRADE * Continue to save for college.

10TH GRADE * Continue to save for college. 11TH GRADE * Help your child investigate the availability of financial aid from Federal, State, local, and private sources. Call the Student Aid Hotline at the U.S. Department of Education (1-800-4FED-AID) for a student guide to Federal financial aid. Have your child talk to his/her guidance counselor for more information. * Help your child investigate the availability of scholarships provided by organizations such as corporations, labor unions, professional associations, religious organizations, and credit unions. * If applicable, go to the library with your son or daughter and look for directories on scholarships for women, minorities, and disabled students. 12TH GRADE * Make sure your child completes all necessary financial aid forms. Be sure that he or she completes at least one form that can be used for Federal aid. * Continue to save for college. What terms do I need to understand? Below is a glossary of some terms that you may want to remember: A.A.: This stands for an "associate of arts" degree, which can be earned at most two-year colleges. A.A.S.: This refers to an "associate of applied science" degree, which can be earned at some two-year colleges. Achievement Test: Achievement Tests are offered in many areas of study including English, mathematics, many sciences, history, and foreign languages. Some colleges require students to take one or more Achievement Tests when they apply for admission. Write to the address on page 41 of this handbook for more information about such tests. ACT: This is a test published by American College Testing, which measures a student's aptitude in mathematical and verbal comprehension and problem solving. Many colleges in the South and Midwest require students to take this test and submit their test scores when they apply for admission. Some colleges accept this test or the SAT. (See below for explanation of SAT.) Most

students take the ACT or the SAT during their junior or senior year of high school. B.A. or B.S.: B.A. stands for "bachelor of arts," and B.S. stands for "bachelor of science." Both degrees can be earned at four-year colleges. Some colleges only grant B.A.s and others only grant B.S.s--it depends on the kinds of courses offered at the particular college. Certificates of Deposit: See chaff beginning on page 22. Default Rate: The default rate is the percentage of students who took out Federal student loans to help pay their expenses but did not repay them properly. Dividends: Dividends are payments of part of a company's earnings to people who hold stock in the company. Expected Family Contribution (EFC): An amount, determined by a formula that is specified by law, that indicates how much of a family's financial resources should be available to help pay for school. Factors such as taxable and non-taxable income, assets (such as savings and checking accounts), and benefits (for example, unemployment or Social Security) are all considered in this calculation. The EFC is used in determining eligibility for Federal need-based aid. Fees: These are charges that cover costs not associated with the student's course load, such as costs of some athletic activities, clubs, and special events. Financial Aid: Financial aid in this handbook refers to money available from various sources to help students pay for college. Financial Aid Package: The total amount of financial aid a student receives. Federal and non-Federal aid such as grants, loans, or work-study are combined in a "package" to help meet the student's need. Using available resources to give each student the best possible package of aid is one of the major responsibilities of a school's financial aid administrator. Financial Need: In the context of student financial aid, financial need is equal to the cost of education (estimated costs for college attendance and basic living expenses) minus the expected family contribution (the amount a student's family is expected to pay, which varies according to the family's financial resources). General Educational Development (GED) Certificate: The certificate students receive if they have passed a high school equivalency test. Students who don't have a high school diploma but who have a GED will still qualify for Federal student aid. Grant: A grant is a sum of money given to a student for the purposes of paying at least pad of the cost of college. A grant does not have to be repaid. Individual Corporate Bonds or Stocks: See chapter beginning on page 22. Interest: This refers to the amount that your money earns when it is kept in a savings instrument.

Investment: In this handbook, an investment refers to using your money to invest in something that will enable you to earn interest or dividends over time. Liquidity: A term that refers to how quickly you can gain access to money that you invest or deposit in some kind of savings instrument. Loan: A loan is a type of financial aid that is available to students and to the parents of students. An education loan must be repaid. In many cases, however, payments do not begin until the student finishes school. Merit-based Financial Aid: This kind of financial aid is given to students who meet requirements not related to financial needs. Most merit-based aid is awarded on the basis of academic performance or potential and is given in the form of scholarships or grants. Money Market Accounts/Money Market Mutual Funds: See chart beginning on page 22. Mutual Funds: See chart beginning on page 22. Need-based Financial Aid: This kind of financial aid is given to students who are determined to be in financial need of assistance based on their income and assets and their families' income and assets, as well as some other factors. Open Admissions: This term means that a college admits most or all students who apply to the school. At some colleges it means that anyone who has a high school diploma or a GED can enroll. At other schools it means that anyone over 18 can enroll. "Open admissions," therefore, can mean slightly different things at different schools. Pell Grants: These are Federal need-based grants that will be given to over 4 million students for school year 1992-93. In school year 1992-93, the maximum Pell Grant will be Perkins Loan: This is a Federal financial aid program that consists of low-interest loans for undergraduates and graduate students with financial need, and is awarded by the school. Postsecondary: This term means "after high school" and refers to all programs for high school graduates, including programs at two- and four-year colleges and vocational and technical schools. Principal: This refers to the face value or the amount of money you place in a savings instrument on which interest is earned. Proprietary: This is a term used to describe postsecondary schools that are private and are legally permitted to make a profit. Most proprietary schools offer technical and vocational courses. PSAT/NMSQT: This stands for the Preliminary Scholastic Aptitude Test/National Merit Scholarship Qualifying Test, a practice test that helps students prepare for the Scholastic Aptitude Test (SAT). The PSAT is usually administered to tenth or eleventh grade students. Although colleges do not see a

student's PSAT/NMSQT score, a student who does very well on this test and who meets many other academic performance criteria may qualify for the National Merit Scholarship Program. Return: Return refers to the amount of money you earn through a financial investment or savings instrument. You earn money on investments and savings instruments through interest earnings or dividends. Risk: In reference to saving money or investing money, risk refers to the danger that the money you set aside in some kind of savings plan or investment could be worth less in the future. ROTC: This stands for Reserve Officers Training Corps program, which is a scholarship program wherein the military covers the cost of tuition, fees, and textbooks and also provides a monthly allowance. Scholarship recipients participate in summer training while in college and fulfill a service commitment after college. SAT: This stands for the Scholastic Aptitude Test, which is a test that measures a student's aptitude in mathematical and verbal comprehension and problem solving. Many colleges in the East and West require students to take the SAT and to submit their test scores when they apply for admission. Some colleges accept this test or the ACT. (See above for an explanation of the ACT.) Most students take the SAT or the ACT during their junior or senior year of high school. Savings Accounts: See chart beginning on page 22. Savings Instrument: In this document, savings instrument refers to any kind of savings plan or mechanism you can use to save money over time. Examples of savings instruments discussed in this handbook are savings accounts, certificates of deposit (CDs), and money market accounts. Scholarship: A scholarship is a sum of money given to a student for the purposes of paying at least part of the cost of college. Scholarships can be awarded to students based on students' academic achievements or on many other factors. SEOG (Supplemental Educational Opportunity Grant): This is a Federal award that helps undergraduates with financial need, and is awarded by the school. The SEOG does not have to be paid back. Stafford Loans: These are student loans offered by the Federal Government. Starting in October 1992, there will be two Stafford Loan programs -- one need-based program and another non-need-based. Under the Stafford Loan program, students can borrow money to attend school and the Federal Government will guarantee the loan in case of default: Under the Stafford Loan programs, the combined loan limits are $2625 for the first year, $3500 for the second year, $5500 for the third or more years. An undergraduate cannot borrow more than a total of $23,000. Transcript: This is a list of all the courses a student has taken with the grades that the student earned in each course. A college will often require a student to submit his or her high

school transcript when the student applies for admission to the college. Tuition: This is the amount of money that colleges charge for classroom and other instruction and use of some facilities such as libraries. Tuition can range from a few hundred dollars per year to more than $18,000. A few colleges do not charge any tuition. U.S. Government Securities: See chapter beginning on page 22. U.S. Savings Bonds: See chapter beginning on page 22. Work-Study Programs: These programs are offered by many colleges. They allow students to work pad time during the school year as part of their financial aid package. The jobs are usually on campus and the money earned is used to pay for tuition or other college charges. Where can I get more information on the topics discussed in this handbook? In this section you will find phone numbers, addresses, and books that you can use to get more information about planning for college both financially and academically. You should be able to find most of these books and others like them at your local library. The following publications and organizations represent a partial list of such sources of information. Their placement on this list does not constitute an endorsement by the U.S. Department of Education. Books About Occupations and Careers (1) The Occupational Outlook Handbook, 1992-93 Edition. U.S. Department of Labor, Bureau of Labor Statistics, 1992. (2) Careers for the '90s: Everything You Need To Know to Find the Right Career. Research and Education Association, 1991. (3) The College Board Guide to Jobs and Career Planning, Joyce Slayton Mitchell. The College Board, 1990. Books About Choosing a College (1) The College Handbook, 1992. The College Board, 1991. (2) Peterson's Guide to Four-Year Colleges, 1993, Twenty-Third Edition. Peterson's Guides, Inc., 1992. (3) Barron's Profiles of American Colleges, Nineteenth Edition. Barron's Educational Series, Inc., 1992. Information About Taking Standardized Tests

(1) The Scholastic Aptitude Test (SAT) and the Achievement Tests. Write or call: The College Board/ATP P.O. Box 6200 Princeton, NJ 08541 Phone: 609-771-7600 (2) The ACT. Write or call: ACT Registration P.O. Box 414 Iowa City, IA 52243 Phone: 319-337-1270 (3) The Preliminary Scholastic Aptitude Test/ National Merit Scholarship Qualifying Test (PSAT/NMSQT). Write or call: PSAT/NMSQT P.O. Box 24700 Oakland, CA 94632-1700 Phone: 609-683-0449 or 510-653-5595 Books About Preparing for Standardized Tests (1) Barron's How To Prepare for the Preliminary Scholastic Aptitude Test/National Merit Scholarship Qualifying Test, Seventh Edition, Samuel Brownstein, Mitchel Weiner, and Sharon Welner Green. Barron's Educational Series, Inc., 1989. (2) Barron's How to Prepare for the Scholastic Aptitude Test, Sixteenth Edition, Samuel C. Brownstein, Mitchel Welner, and Sharon Welner Green. Barron's Educational Series, Inc., 1991. (3) Cracking the SAT and the PSAT, 1993 Edition, Adam Robinson and John Katzman. The Princeton Review, 1992. Books About Financing Your Child's Education (1) How To Pay For Your Children's College Education, Gerald Krefetz. The College Board, 1988. (2) Meeting College Costs. The College Board, 1991. (booklet) (3) College Financial Aid, Fourth Edition. College Research Group of Concord, Massachusetts, and John Schwartz. Arco Publishing, a Division of Simon and Schuster, Inc., 1991. Information About U.S. Savings Bonds

Write to: Office of Public Affairs U.S. Savings Bonds Division Washington, DC 20226 Information About Federal Student Financial Aid Request The Student Guide by writing to: Federal Student Aid Information Center P.O. Box 84 Washington, DC 20044 Call the Federal Student Financial Aid Information Center toll-free at 1-800-4FED-AID. Books About Private Sources of Financial Aid (1) Foundation Grants to Individuals, Seventh Edition. The Foundation Center, 1991. (2) The A's and B's Of Academic Scholarships, Deborah L. Klein, Editor. Octameron Associates, 1992. (3) The Scholarship Book, Third Edition, Daniel J. Cassidy and Michael J. Alves. Prentice Hall, Inc., 1990. Information About Opportunities in Each State For Information about State financial aid and colleges and universities in specific States, contact the agencies listed below. They can provide you with other contacts in the State for more information. ALABAMA Executive Director Commission on Higher Education One Court Square, #221 Montgomery, Alabama 36197-3584 (205) 269-2700 FAX: 240-3349 ALASKA Executive Director Alaska Postsecondary Education Commission P.O. Box 110505 Juneau, Alaska 99811-0505 (907) 465-2962 FAX: 586-4002 President University of Alaska System

202 Butrovich Building Fairbanks, Alaska 99775-5560 (907) 474-7311 FAX: 474-7570 ARIZONA Executive Director Arizona Board of Regents 2020 North Central, Suite 230 Phoenix, Arizona 85012 (602) 229-2500 FAX: 229-2555 ARKANSAS Director Department of Higher Education 114 East Capitol Little Rock, Arkansas 72201 (501) 324-9300 FAX: 324-9308 CALIFORNIA Executive Director California Postsecondary Education Commission 1303 J Street, 5th Floor Sacramento, California 95814-2983 (916) 445-1000 FAX: 327-4417 California Student Aid Commission 1515 "S" Street North Building, Suite 500 P.O. Box 510845 Sacramento, California 94245-0845 (916) 445-0880 COLORADO Executive Director Commission on Higher Education 1300 Broadway, 2nd Floor Denver, Colorado 80203 (303) 866-4034 FAX: 860-9750 CONNECTICUT Commissioner of Higher Education Department of Higher Education 61 Woodland Street Hartford, Connecticut 06105 (203) 566-5766 FAX: 566-7865

DELAWARE Executive Director Delaware Higher Education Commission 820 French Street Wilmington, Delaware 19801 (302) 577-3240 FAX: 577-3862 DISTRICT OF COLUMBIA Chief Office of Postsecondary Education Research and Assistance 2100 M. L. King Jr. Avenue, #401 Washington, D.C. 20020 (202) 727-3685 FLORIDA Executive Director Postsecondary Education Planning Commission Florida Education Center Collins Building Tallahassee, Florida 32399 (904) 488-7894 FAX: 922-5388 Office of Student Financial Assistance Florida Department of Education Florida Education Center, Suite 1344 Tallahassee, Florida 32399-0400 (904) 488-1034 GEORGIA Chancellor Board of Regents University System of Georgia 244 Washington Street, S.W. Atlanta, Georgia 30334 (404) 656-22O4 FAX: 651-9301 Georgia Student Finance Commission 2082 East Exchange Place, Suite 200 Tucker, Georgia 30084 (404) 493-5402 HAWAII President University of Hawaii System 2444 Dole Street Honolulu, Hawaii 96822 (808) 956-8213 Hawaii State Postsecondary Education Commission 2444 Dole Street Honolulu, Hawaii 96822

(808) 956-8213 IDAHO Executive Director for Higher Education State Board of Education 650 West State Street, #307 Boise, Idaho 83720 (208) 334-2270 FAX: 334-2632 ILLINOIS Executive Director Board of Higher Education 500 Relsch Building 4 West Old Capital Square Springfield, Illinois 62701 (217) 782-2551 FAX: 782-8548 Illinois Student Assistance Commission Executive Offices 500 West Monroe Street, Third Floor Springfield, Illinois 62704 (217) 782-6767 INDIANA Commissioner for Higher Education Commission for Higher Education 101 West Ohio Street, Suite 550 Indianapolis, Indiana 46204-1909 (317) 232-1900 FAX: 232-1899 State Student Assistance Commission of Indiana 964 North Pennsylvania Street Indianapolis, Indiana 46204 (317) 232-2350 IOWA Executive Director State Board of Regents Old State Historical Building East 12th & Grand Des Moines, Iowa 50319 (515) 281-3934 FAX: 281-6420 Iowa College Student Aid Commission 201 Jeweft Building 914 Grand Avenue Des Moines, Iowa 50309 (515) 281-3501 KANSAS

Executive Director Kansas Board of Regents 400 SW 8th Street, #609 Topeka, Kansas 66603 (913) 296-3421 FAX: 296-0983 KENTUCKY Executive Director Council on Higher Education W. Frankfort Office Complex 1050 U.S. 127 South Frankfort, Kentucky 40601 (502) 564-3553 FAX: 564-2063 Kentucky Higher Education Assistance Authority 1050 U.S. 127 South, Suite 102 Frankfort, Kentucky 40601 (502) 564-7990 LOUISIANA Commissioner Board of Regents 150 Riverside Mall, Suite 129 Baton Rouge, Louisiana 70801-1303 (504) 342-4253 FAX: 342-9318 Office of Student Financial Assistance, Louisiana Student Financial Assistance Commission P.O. Box 91202 Baton Rouge, Louisiana 70821-9202 (504) 922-1011 MAINE Chancellor University of Maine System 107 Maine Avenue Bangor, Maine 04401-1805 (207) 947-0336 FAX: 947-0336 x293 Financial Authority of Maine, Maine Education Assistance Division One Weston Court State House, Station 119 Augusta, Maine 04333 (207) 289-2183 MARYLAND Secretary of Higher Education Maryland Higher Education Commission 16 Francis Street

Annapolis, Maryland 21401 (410) 974-2971 FAX: 974-5376 MASSACHUSETTS Chancellor Higher Education Coordinating Council 1 Ashburton Place, Room 1401 Boston, Massachusetts 02108-1530 (617) 727-7785 FAX: 727-6397 Massachusetts State Scholarship Office 330 Stuart Street Boston, Massachusetts 02 116 (617) 727-9420 MICHIGAN Associate Superintendent for Postsecondary Education State Department of Education P.O. Box 30008 Lansing, Michigan 48909 (517) 335-4933 FAX: 335-4565 Michigan Higher Education Assistance Authority P.O. Box 30008 Lansing, Michigan 48909 (517) 373-3394 MINNESOTA Executive Director Higher Education Coordinating Board 550 Cedar Street, #400 St. Paul, Minnesota 55101 (612) 296-9665 FAX: 296-3272 MISSISSIPPI Commissioner Board of Trustees of State Institutions of Higher Learning 3825 Ridgewood Road Jackson, Mississippi 39211 (601) 982-6611 FAX: 987-4172 MISSOURI Commissioner of Higher Education Coordinating Board for Higher Education 101 Adams Street Jefferson City, Missouri 65101 (314) 751-2361 FAX: 751-6635

MONTANA Commissioner of Higher Education Montana University System 33 South Last Chance Gulch Helena, Montana 59620 (406) 444-6570 FAX: 444-7729 NEBRASKA Executive Director Coordinating Commission for Postsecondary Education 6th Floor, State Capitol P.O. Box 95005 Lincoln, Nebraska 68509 (402) 471-2847 FAX: 471-2886 NEVADA Chancellor University of Nevada System 2601 Enterprise Road Reno, Nevada 89512 (702) 784-4901 FAX: 784-1127 Nevada Department of Education 400 West King Street, Capitol Complex Carson City, Nevada 89710 (702) 687-5915 NEW HAMPSHIRE Executive Director New Hampshire Postsecondary Education Commission Two Industrial Park Drive Concord, New Hampshire 03301-8512 (603) 271-2555 Chancellor University System of New Hampshire Dunlap Center Durham, New Hampshire 03824-3563 (603) 868-1800 FAX: 868-2756 NEW JERSEY New Jersey Department of Higher Education Office of Student Assistance and Information Systems 4 Quakerbridge Plaza, CN 540 Trenton, New Jersey 08625 1-800-792-8670

NEW MEXICO Executive Director Commission on Higher Education 1068 Cerrillos Road Santa Fe, New Mexico 87501-4295 (505) 827-7383 FAX: 827-7392 NEW YORK Commissioner for Higher and Continuing Education Room 5B28 Cultural Education Center New York State Education Department Albany, New York 12230 (518) 474-5851 FAX: 486-2175 The New York State Higher Education Services Corporation 99 Washington Ave. Albany, New York 12255 (518) 473-0431 NORTH CAROLINA Vice President for Planning University of North Carolina General Administration P.O. Box 2688 Chapel Hill, North Carolina 27515-2688 (919) 962-6981 FAX: 962-0488 North Carolina State Education Assistance Authority (NCSEAA) P.O. Box 2688 Chapel Hill, North Carolina 27515-2688 (919) 549-8614 College Foundation, Inc. 2100 Yonkers Road Raleigh, North Carolina 27604 (919) 821-4771 NORTH DAKOTA Chancellor North Dakota University System State Capitol Building Bismarck, North Dakota 58505 (701) 224-2960 FAX: 224-2961 OHIO Chancellor Ohio Board of Regents 30 East Broad Street, 36th Floor Columbus, Ohio 4326-0417 (614) 466-0887

FAX: 466-5866 OKLAHOMA Chancellor State Regents for Higher Education 500 Education Building State Capitol Complex Oklahoma City, Oklahoma 73105 (405) 524-9100 FAX: 524-9235 OREGON Chancellor State System of Higher Education P.O. Box 3175 Eugene, Oregon 97403-1075 (503) 346-5700 FAX: 346-5764 Oregon State Scholarship Commission 1445 Willamette Street Eugene, Oregon 97401 (503) 346-4166 PENNSYLVANIA Commissioner for Higher Education State Department of Education 333 Market Street Harrisburg, Pennsylvania 17126 (717) 787-5041 FAX: 783-5420 Pennsylvania Higher Education Assistance Agency 660 Boas Street Harrisburg, Pennsylvania 17102 (717) 257-2500 PUERTO RICO Executive Director Council on Higher Education Box 23305, UPR Station San Juan, Puerto Rico 00931 (809) 758-3350 FAX: 763-6760 RHODE ISLAND Commissioner of Higher Education Office of Higher Education 301 Promenade Street Providence, Rhode Island 02908 (401) 277-6560 FAX: 277-6111

Rhode Island Higher Education Assistance Authority 560 Jefferson Boulevard Warwick, Rhode Island 02886 (401) 277-2050 SOUTH CAROLINA Commissioner Commission on Higher Education 1333 Main Street, Suite 300 Columbia, South Carolina 29201 (803) 253-6260 FAX: 253-6267 South Carolina Higher Education Tuition Grants Commission 1310 Lady Street P.O. Box 12159 Columbia, South Carolina 29211 (803) 734-1200 SOUTH DAKOTA Executive Director Board of Regents 207 East Capitol Avenue Pierre, South Dakota 57501-3159 (605) 773-3455 FAX: 773-5320 Department of Education and Cultural Affairs, Office of the Secretary 700 Governors Drive Pierre, South Dakota 57501-2291 (605) 773-3134 TENNESSEE Executive Director Tennessee Higher Education Commission 404 James Robertson Parkway Parkway Towers, Suite 1900 Nashville, Tennessee 37219-5380 (615) 741-7562 FAX: 741-6230 Tennessee Student Assistance Corporation Parkway Towers, Suite 1950 404 James Robertson Parkway Nashville, Tennessee 37243-0820 (615) 741-1346 TEXAS Commissioner Texas Higher Education Coordinating Board P.O. Box 12788, Capitol Station Austin, Texas 78711 (512) 483-6101 FAX: 483-6127

Texas Higher Education Coordinating Board P.O. Box 12788, Capitol Station Austin, Texas 78711 (512) 483-6340 UTAH Commissioner of Higher Education Utah System of Higher Education 355 West North Temple 3 Triad Center, Suite 550 Salt Lake City, Utah 84181-1205 (801) 538-5247 FAX: 521-6930 VERMONT Vermont Student Assistance Corporation P.O. Box 2000, Champlain Mill Winooski, Vermont 05404-2601 (802) 655-9602 Chancellor Vermont State Colleges P.O. Box 359 Waterbury, Vermont 05676 (802) 241-2520 FAX: 244-1746 President University of Vermont 85 South Prospect Street Burlington, Vermont 05401 (802) 656-3186 FAX: 656-8432 VIRGINIA Director State Council of Higher Education 101 North 14th Street Richmond, Virginia 23219 (804) 225-2600 FAX: 225-2604 WASHINGTON Executive Director Higher Education Coordinating Board 917 Lakeridge Way, GV-11 Olympia, Washington 98504 (206) 753-3241 FAX: 753-1784

WEST VIRGINIA

Chancellor State College System of West Virginia 1018 Kanawha Boulevard, East, Suite 700 Charleston, West Virginia 25301 (304) 348-0699 FAX: 348-0259 Chancellor University of West Virginia System 1018 Kanawha Boulevard, East, Suite 700 Charleston, West Virginia 25301 (304) 558-2736 FAX: 558-3264 WISCONSIN Higher Educational Aids Board P.O. Box 7885 Madison, Wisconsin 53707 (608) 267-2206 President University of Wisconsin System 1700 Van Hise Hall 1220 Linden Drive Madison, Wisconsin 53706 (608) 262-2321 FAX: 263-2046 WYOMING The Community College Commission 122 West 25th Street Herschler Building, 2W Cheyenne, WY 82002 (307) 777-7763 President University of Wyoming Box 3434 University Station Laramie, WY 82071 (307) 766-4121 This handbook was written by Elizabeth Eisner and Valentina K. Tikoff, under the direction of Alan Ginsburg, Bruno V. Manno, and Maureen A. McLaughlin. Barbara Gleason, Daniel Goldenberg, David Goodwin, Dan Morrissey, Susan W. Wolf, and Steven W. Zwillinger also contributed to the project.

Schools Without Drugs A Plan for Us All

CONTENTS WHAT CAN WE DO? CHILDREN AND DRUGS Extent of Alcohol and Other Drug Use Fact Sheet: Drugs and Dependence How Drug Use Develops Fact Sheet: Youth and Alcohol Effects of Drug Use Fact Sheet: Cocaine: Crack Drug Use and Learning A PLAN FOR ACTION What Parents Can Do Instilling Responsibility Supervising Activities Fact Sheet: Signs of Drug Use Recognizing Drug Use What Schools Can Do Assessing the Problem Enforcing Policy Seeing Policy Teaching About Drug Prevention Fact Sheet: Tips for Selecting Drug Prevention Materials Enlisting the Community's Help Fact Sheet: Legal Questions on Search and Seizure Fact Sheet: Legal Questions on Suspension and Expulsion What Students Can Do Learning the Facts Helping to Fight Drug Use What Communities Can Do Providing Support Involving Law Enforcement CONCLUSION SPECIAL SECTIONS Teaching About Drug Prevention How the Law Can Help Resources Specific Drugs and Their Effects Sources of Information References ACKNOWLEDGEMENTS WHAT CAN WE DO?

A Plan for Achieving Schools Without Drugs PARENTS: 1. Teach standards of right and wrong, and demonstrate these standards through personal example. 2. Help children to resist poor pressure to use alcohol and other drugs by supervising their activities, knowing who their friends are, and talking with them about their interests and problems. 3. Be knowledgeable about drugs and signs of drug use. When symptoms are observed, respond promptly. SCHOOLS: 4. Determine the extent and character of alcohol and other drug use and monitor that use regularly. 5. Establish clear and specific rules regarding alcohol and other drug use that include strong corrective actions. 6. Enforce established policies against drug use fairly and consistently. Ensure adequate security measures to eliminate drugs from school premises and school functions. 7. Implement a comprehensive drug prevention curriculum for kindergarten through grade 12, teaching that drug use is wrong and harmful, and supporting and strengthening resistance to drugs. 8. Reach out to the community for support and assistance in making the school's anti-drug policy and program work. Develop collaborative arrangements in which school personnel, parents, school boards, law enforcement officers, treatment organizations, and private groups can work together to provide necessary resources. STUDENTS: 9. Learn about the effects of alcohol and other drug use, the reasons why drugs are harmful, and ways to resist pressures to try drugs. 10. Use an understanding of the danger posed by alcohol and other drugs to help other students avoid them. Encourage other students to resist drugs, persuade those using drugs to seek help, and report those selling drugs to parents and the school principal. COMMUNITIES: 11. Help schools fight drugs by providing them with the expertise and financial resources of community groups and agencies. 12. Involve local law enforcement agencies in all aspects of drug prevention: assessment, enforcement, and education. The police and courts should have well-established

relationships with the schools. "I felt depressed and hurt all the time. I hated myself for the way I hurt my parents and treated them so cruelly and for the way I treated others. I hated myself the most, though, for the way I treated myself. I would take drugs until I overdosed, and fell further and further behind in school and work and relationships with others. I just didn't care anymore whether I lived or died. I stopped going to school altogether .... I felt constantly depressed and began having thoughts of suicide, which scared me a lot! I didn't know where to turn..." --Stewart, a high school student

CHILDREN AND DRUGS When 13- to 18-year-olds were asked to name the biggest problem facing young people today, drug use led the list. In 1987, 54 percent of teens cited drugs as their greatest concern--up from 27 percent only 10 years earlier. Eighty-nine percent of teens oppose legalization of marijuana, and 77 percent believe it would be wrong to decriminalize the possession of small amounts of marijuana. Drugs and alcohol rank high on the list of topics that teens wish they could discuss more with their parents--42 percent want more discussions with parents about drugs, and 39 percent feel the need to talk about drinking. --The Gallup Youth Surveys, 1987 and 1988 Adult's share this concern, ranking student drug use as the most serious problem facing our nation's schools for the third consecutive year. --20th Annual Gallup Poll of the Public's Attitudes Toward Public Schools, 1988 Children and Drugs Americans have consistently identified drug use as being among the top problems confronting the nation's schools. Yet many do not recognize the degree to which their own children, their own schools, and their own communities are at risk. Research shows that drug use among children is 10 times more prevalent than parents suspect. In addition, many students know that their parents do not recognize the extent of drug use; as a result, some young people believe that they can use drugs with impunity. School administrators and teachers often are unaware that some of their students are using and selling drugs on school property. As Ralph Egers, former superintendent of schools in South Portland, Maine, put it, "We'd like to think that our kids don't have this problem, but the brightest kid from the

best family in the community could have the problem." The facts are: * Drug use is not confined to young people in certain geographic areas or from particular economic backgrounds; drug use affects young people throughout the nation. * Drugs are a serious problem not only among high school students but among middle and elementary school students as well. * Heavy drinking, defined as five or more drinks on one occasion, is reported by 30 percent of high school seniors, and more than one-half are occasional users of alcohol. * All illegal drugs are dangerous; there is no such thing as safe or responsible use of illegal drugs. * Although drug trafficking is controlled by adults, the immediate source of drugs for most students is other students. Continuing misconceptions about the drug problem stand in the way of corrective action. The following section outlines the nature and extent of the problem and summaries the latest research on the effects of drugs on students and schools. Figure 1 Percentage of 6th Graders Who Report Peer Pressure to Try Drugs

Source: 1987 Weekly Reader Survey on Drugs and Drinking Figure 2 Percentage of High School Seniors Who Have Used Cocaine

Source: Institute for Social Research 1991 Extent of Alcohol and Other Drug Use Drug use is widespread among American schoolchildren. Although a national study of high school seniors in 1991 shows that drug use among young people is declining, the figures remain unacceptably high (see Figure 2). The United States continues to have the highest rate of teenage drug use of any nation in the industrialized world. Forty-four percent of high school seniors have tried an illicit drug by the time they graduate. Alcohol is the most widely used drug. By their senior year, 88 percent of students in the class of 1991 had used alcohol; 78 percent had used alcohol in the past year and 54

percent had used it in the month prior to the survey. Thirty percent of seniors surveyed reported at least one occasion of heavy drinking in the two weeks prior to the survey--an occasion in which they had five or more drinks in a row. Twenty-four percent of 1991 seniors reported using marijuana in the past year, and 14 percent said they had used it at least once in the previous month. Three and one-half percent of seniors indicated that they had used cocaine in the past year. Three percent of seniors had used crack, and 1.5 percent had used it within the last year. The drug problem affects all types of students. All regions and all types of communities show high levels of drug use. Thirty percent of 1990 high school seniors in nonmetropolitan areas reported illicit drug use in the previous year, while the rate for seniors in large metropolitan areas was 33 percent. Although higher proportions of males are involved in illicit drug use, especially heavy drug use, the gap between the sexes is closing. The extent to which high school seniors reported having used illicit drugs is higher for whites than for blacks. Initial use of alcohol and other drugs occurs at an increasingly early age. Nineteen percent of seniors report they had initiated cigarette use by sixth grade and 11 percent had used alcohol. Forty-four percent of 8th graders have tried cigarettes, and 70 percent have at least tried alcohol. Twenty-seven percent of 8th graders have gotten drunk at least once, and 13 percent report they have consumed five or more drinks in a row. Of the illicit drugs, marijuana and inhalants show the earliest pattern of initiation; about 2.8 percent of seniors had begun using both of these substances by the 6th grade. The peak initiation rate is reached by 9th grade. Peak initiation rates for cocaine and hallucinogens are reached in 10th and 11th grade with the initiation rate for nearly all drugs falling off by 12th grade. Fact Sheet Drugs and Dependence Drugs cause physical and emotional dependence. Users may develop a craving for specific drugs, and their bodies may respond to the presence of drugs in ways that lead to increased drug use. * Regular users of drugs develop tolerance, a need to take larger doses to get the same initial effect. They may respond by combining drugs, frequently with devastating results. Many teenage drug users calling a national cocaine hotline report that they take other drugs just to counteract the unpleasant effects of cocaine. * Certain drugs, such as opiates, barbituates, alcohol, and nicotine, create physical dependence. With prolonged use, these drugs become part of the body chemistry. When a regular user stops taking the drug, the body experiences the physiological trauma known as withdrawal. * Psychological dependence occurs when taking drugs becomes

the center of the user's life. Among children, psychological dependence erodes school performance and can destroy ties to family and friends, as well as cause the child to abandon outside interests, values, and goals. The child goes from taking drugs to feel good, to taking them to keep from feeling bad. Over time, drug use itself heightens the bad feelings and can leave the user suicidal. More than half of all adolescent suicides are drug-related. * Drugs can remain in the body long after use has stopped. The extent to which a drug is retained in the body depends on the drug's chemical composition, that is, whether it is fat-soluble. Fat-soluble drugs such as marijuana and phencyclidine (PCP) seek out and settle in the fatty tissues. As a result, they build up in the fatty parts of the body such as the brain. Such accumulations of drugs and their slow release over time may have effects on the mind and body weeks or even months after drug use has stopped. How Drug Use Develops Social influences play a key role in making drug use attractive to children. The first temptations to use drugs may come in social situations in the form of pressures to "act grown up" by smoking cigarettes or using alcohol or marijuana. A 1987 Weekly Reader survey found that television and movies had the greatest influence on fourth through sixth graders in making drugs and alcohol seem attractive; the second greatest influence was other children. The survey offers insights into why students take drugs. Children in grades four through six think that the most important reason for using alcohol and marijuana is to "fit in with others," followed closely by a desire "to feel older." Students also have incomplete or inaccurate information. For example, only 44 percent of sixth graders polled in a national survey think alcohol should be called a drug. This finding reinforces the need for prevention programs beginning in the early grades--programs that focus on teaching children the facts about drugs and alcohol and the skills to resist peer pressure to use them. Students who turn to more potent drugs usually do so after first using cigarettes and alcohol, and then marijuana. Initial attempts may not produce a "high"; however, students who continue to use drugs learn that drugs can change their thoughts and feelings. The greater a student's involvement with marijuana, the more likely it is the student will begin to use other drugs in conjunction with marijuana. Drug use frequently progresses in stages--from occasional use, to regular use, to multiple drug use, and ultimately to total dependency. With each successive stage, drug use intensifies, becomes more varied, and results in increasingly debilitating effects.

But this progression is not inevitable. Drug use can be stopped at any stage. However, the more deeply involved children are with drugs, the more difficult it is for them to stop. The best way to fight drug use is to begin prevention efforts before children start using drugs. Prevention efforts that focus on young children are the most effective means to fight drug use. Fact Sheet Youth and Alcohol Alcohol is the number one drug problem among youth. The easy availability, widespread acceptability, and extensive promotion of alcoholic beverages within our society make alcohol the most widely used and abused drug. * Alcohol use is widespread. By their senior year of high school nearly 90 percent of students will have tried alcoholic beverages. Despite a legal drinking age of 21, junior and senior high school students drink 35 percent of all wine coolers sold in the United States. They also drink an estimated 1.1 billion bottles and cans of beer each year. * Drinking has acute effects on the body. The heavy, fast-paced drinking that young people commonly engage in quickly alters judgment, vision, coordination, and speech and often leads to dangerous risk-taking behavior. Because young people have lower body weight than adults, youth absorb alcohol into their blood system faster than adults and exhibit greater impairment for longer periods of time. Alcohol use not only increases the likelihood of being involved in an accident, it increases the risk of serious injury in an accident because of its harmful effects on numerous parts of the body. * Alcohol-related highway accidents are the principal cause of death among young people ages 15 through 24. Alcohol use is the primary cause of traffic accidents involving teenage drivers. Furthermore, about half of all youthful deaths in drowning, fires, suicide, and homicide are alcohol-related. * Any alcoholic beverage can be misused. Contrary to popular belief, drinking beer or wine can have effects similar to drinking "hard" liquor. A bottle of beer, a glass of wine, or a bottle of wine cooler have about the same amount of ethyl alcohol as a drink made with liquor. Those who drive "under the influence" are most likely to have been drinking beer. * Early alcohol use is associated with subsequent alcohol dependence and related health problems. Youth who use alcohol at a younger age are more likely to use alcohol heavily and to experience alcohol-related problems affecting their relationships with family and friends by late adolescence. Their school performance is likely to suffer, and they are more likely to be truant. They are also more likely to abuse other drugs and to get in trouble with the law, or, if they are girls, to become pregnant.

Effects of Drug Use The drugs students are taking today are more potent, more dangerous, and more addictive than ever. Adolescents are particularly vulnerable to the effects of drugs. Drugs threaten normal development in a number of ways: * Drugs can interfere with memory, sensation, and perception. They distort experiences and cause a loss of self-control that can lead users to harm themselves and others. * Drugs interfere with the brain's ability to take in, sort, and synthesize information. As a result, sensory information runs together, providing new sensations while blocking normal ability to understand the information received. * Drugs can have an insidious effect on perception; for example, cocaine and amphetamines often give users a false sense of functioning at their best while on the drug. Drug suppliers have responded to the increasing demand for drugs by developing new strains, producing reprocessed, purified drugs, and using underground laboratories to create more powerful forms of illegal drugs. Consequently, users are exposed to heightened or unknown levels of risk. * The marijuana produced today is from 5 to 20 times stronger than that available as recently as 10 years ago. Regular use by adolescents has been associated with an "amotivational syndrome," characterized by apathy and loss of goals. Research has shown that severe psychological damage, including paranoia and psychosis, can occur when marijuana contains 2 percent THC, its major psychoactive ingredient. Since the early 1980s, most marijuana has contained from 4 to 6 percent THC-two or three times the amount capable of causing serious damage. * Crack is a purified and highly addictive form of cocaine. * Phencyclidine (PCP), first developed as an animal tranquilizer, has unpredictable and often violent effects. Often children do not even know that they are using this drug when PCP-laced parsley in cigarette form is passed off as marijuana, or when PCP in crystal form is sold as lysergic acid (LSD). * Some of the "designer" drugs, slight chemical variations of existing illegal drugs, have been known to cause permanent brain damage with a single dose. Further information about drugs is presented in the Resources Section, pages 61-71. Fact Sheet

Cocaine: Crack Cocaine is readily available. Fifty-one percent of seniors say it would be easy for them to get cocaine. Most alarming is the ready availability of cocaine in a cheap but potent form called crack or rock. Crack is a purified form of cocaine that is smoked. * Crack is inexpensive to try. Crack is available for as little as $5. As a result, the drug is affordable to many potential users, including high school and even elementary school students. * Crack is easy to use. It is sold in pieces resembling small white gravel or soap chips and is sometimes pressed into small pellets. Crack can be smoked in a pipe or put into a cigarette. The visible effects disappear within minutes after smoking, so detection is difficult. * Crack is extremely addictive. Crack is far more addictive than heroin or barbiturates. Because crack is smoked, it is quickly absorbed into the blood stream. It produces a feeling of extreme euphoria, peaking within seconds. Repeated use of crack can lead to addiction within a few days. * Crack leads to crime and severe psychological disorders. Many youths, once addicted, have turned to stealing, prostitution, and drug dealing in order to support their habit. Continued use can produce violent behavior and psychotic states similar to schizophrenia. * Crack is deadly. Cocaine in any form, including crack, can cause sudden death from cardiac arrest or respiratory failure. Drug Use and Learning Drugs erode the self-discipline and motivation necessary for learning. Pervasive drug use among students creates a climate in the schools that is destructive to learning. Research shows that drug use can cause a decline in academic performance. This has been found to be true for students who excelled in school prior to drug use as well as for those with academic or behavioral problems prior to use. According to one study, students using marijuana were twice as likely to average D's and F's as other students. The decline in grades often reverses when drug use is stopped. Drug use is closely tied to being truant and dropping out of school. High school seniors who are heavy drug users are more than three times as likely to skip school as nonusers. About one-fifth of heavy users skipped three or more school days a month, more than six times the truancy rate of nonusers. In a Philadelphia study, dropouts were almost twice as likely to be frequent drug users as were high school graduates; four in five dropouts used drugs regularly. Drug use is associated with crime and misconduct that

disrupt the maintenance of an orderly and safe school atmosphere conducive to learning. Drugs not only transform schools into marketplaces for dope deals, they also lead to the destruction of property and to classroom disorder. Among high school seniors, heavy drug users were more than three times as likely to vandalize school property and twice as likely to have been involved in a fight at school or at work as nonusers. Students on drugs create a climate of apathy, disruption, and disrespect for others. For example, among teenage callers to a national cocaine hotline, 32 percent reported that they sold drugs, and 64 percent said that they stole from family, friends, or employers to buy drugs. A drug-ridden environment is a strong deterrent to learning not only for drug users but for other students as well. A PLAN FOR ACTION To combat student drug use most effectively, the entire community must be involved: parents, schools, students, law enforcement authorities, religious groups, social service agencies, and the media. They all must transmit a single consistent message that drug use is wrong and dangerous, and it will not be tolerated. This message must be reinforced through strong, consistent law enforcement and disciplinary measures. The following recommendations and examples describe actions that can be taken by parents, schools, students, and communities to stop drug use. These recommendations are derived from research and from the experiences of schools throughout the country. They show that the drug problem can be overcome. WHAT PARENTS CAN DO * Teach standards of right and wrong, and demonstrate these standards through personal example. * Help children to resist peer pressure to use alcohol and other drugs by supervising their activities, knowing who their friends are, and talking with them about their interests and problems. * Be knowledgeable about drugs and signs of drug use. When symptoms are observed, respond promptly. Parents Instilling Responsibility Recommendation #1: Teach standards of right and wrong and demonstrate these standards through personal example. Children who are brought up to value individual responsibility and self-discipline and to have a clear sense of

right and wrong are less likely to try drugs than those who are not. Parents can help to instill these values by: * Setting a good example for children and not using drugs themselves. * Explaining to their children at an early age that drug use is wrong, harmful, and unlawful, and reinforcing this teaching throughout adolescence. * Encouraging self-discipline by giving children regular duties and holding them accountable for their actions. * Establishing standards of behavior concerning drugs, drinking, dating, curfews, and unsupervised activities, and enforcing them consistently and fairly. * Encouraging their children to stand by their convictions when pressured to use drugs. Central Elementary Gulfport, Mississippi Every afternoon after the last bell rings, the POP (Parents on Patrol) Team springs into action. With their T-shirts proclaiming "Drug-Free Body" and whistles at the ready, their mission is to ensure that all children get off the school grounds and on their way home safely. POPs are also posted several blocks away from campus. They send a strong signal to any dealers and drug users who may be in the neighborhood (which has the highest rate of drug-related crime in Gulfport), that these children have higher goals, healthier aspirations. The POP team is just one way parents are involved in the drug prevention program at Central Elementary. Spurred, in part, by the high rate of drug activity in the school's surrounding neighborhood, the Central staff made an early commitment to involving parents, grandparents, aunts, uncles and other caregivers in all aspects of the program's development. The school helped train parents to go into the community--to churches and social centers--to teach drug awareness and provide child rearing classes. Newsletters and home visits support Central's outreach. Inherent in the school's drug prevention program is the philosophy that the best prevention is providing healthy, challenging activities for the mind. High on Checkers is just one such program. Central checker players not only compete within the school, they take field trips to the "checker capital of the world" 70 miles from Gulfport. Central champions have even played in tournaments in Russia and England. Parent volunteers make travel possible by seeking donations, holding fund-raising events, and serving as chaperons. Teachers and parents also devote time and energy to other activities such as the highly acclaimed Boys Choir, a problem-solving club called the Think Tank, and the Central Student Council, one of the few elementary councils in

Mississippi. Parents may also volunteer to read to students, to help with the physical education program, or to be a "buddy" in the cafeteria. Several parents have acknowledged that the Central drug-free efforts have made a positive difference not only in the lives of their children, but in their own lives as well. Parents Supervising Activities Recommendation #2: Help children to resist peer pressure to use alcohol and other drugs by supervising their activities, knowing who their friends are, and talking with them about their interests and problems. When parents take an active interest in their children's behavior, they provide the guidance and support children need to resist drugs. Parents can do this by: * Knowing their children's whereabouts, activities, and friends. * Working to maintain and improve family communications and listening to their children. * Being able to discuss drugs knowledgeably. It is far better for children to obtain their information from their parents than from their peers or on the street. * Communicating regularly with the parents of their children's friends and sharing their knowledge about drugs with other parents. * Being selective about their children's viewing of television and movies that portray drug use as glamorous or exciting. In addition, parents can work with the school in its efforts to fight drugs by: * Encouraging the development of a school policy with a clear no-use message. * Supporting administrators who are tough on drugs. * Assisting the school in monitoring students' attendance and planning and chaperoning school-sponsored activities. * Communicating regularly with the school regarding their children's behavior. Fact Sheet

Signs of Drug Use Changing patterns of performance, appearance, and behavior may signal use of drugs. The items in the first category listed below provide direct evidence of drug use; the items in the other categories offer signs that may indicate drug use. Adults should watch for extreme changes in children's behavior, changes that together form a pattern associated with drug use. Signs of Drugs and Drug Paraphernalia * Possession of drug-related paraphernalia such as pipes, rolling papers, small decongestant bottles, eye drops, or small butane torches. * Possession of drugs or evidence of drugs, such as pills, white powder, small glass vials, or hypodermic needles; peculiar plants or butts, seeds, or leaves in ashtrays or in clothing pockets. * Odor of drugs, smell of incense or other "cover-up" scents. Identification with Drug Culture * Drug-related magazines, slogans on clothing. * Conversation and jokes that are preoccupied with drugs. * Hostility in discussing drugs. * Collection of beer cans. Signs of Physical Deterioration * Memory lapses, short attention span, difficulty in concentration. * Poor physical coordination, slurred or incoherent speech. * Unhealthy appearance, indifference to hygiene and grooming. * Bloodshot eyes, dilated pupils. Dramatic Changes in School Performance * Marked downturn in student's grades--not just from C's to F's, but from A's to B's and C's; assignments not completed. * Increased absenteeism or tardiness. Changes in Behavior

* Chronic dishonesty (lying, stealing, cheating); trouble with the police. * Changes in friends, evasiveness in talking about new ones. * Possession of large amounts of money. * Increasing and inappropriate anger, hostility, irritability, secretiveness. * Reduced motivation, energy, self-discipline, self-esteem. * Diminished interest in extracurricular activities and hobbies. Parents Recognizing Drug Use Recommendation #3: Be knowledgeable about drugs and signs of drug use. When symptoms are observed, respond promptly. Parents are in the best position to recognize early signs of drug use in their children. To inform and involve themselves, parents should take the following steps: * Learn about the extent of the drug problem in their community and in their children's schools. * Learn how to recognize signs of drug use. * Meet with parents of their children's friends or classmates about the drug problem at their school. Establish a means of sharing information to determine which children are using drugs and who is supplying them. Parents who suspect their children are using drugs often must deal with their own emotions of anger, resentment, and guilt. Frequently they deny the evidence and postpone confronting their children. Yet, the earlier a drug problem is detected and faced, the less difficult it is to overcome. If parents suspect that their children are using drugs, they should take the following steps: * Devise a plan of action. Consult with school officials and other parents. * Discuss their suspicions with their children in a calm, objective manner. Do not confront a child while he or she is under the influence of alcohol or other drugs. * Impose disciplinary measures that help remove the child from those circumstances where drug use might occur.

* Seek advice and assistance from drug treatment professionals and from a parent group. (For further information, consult the Resources Section, pages 61-81.) WHAT SCHOOLS CAN DO * Determine the extent and character of alcohol and other drug use and monitor that use regularly. * Establish clear and specific rules regarding alcohol and other drug use that include strong corrective actions. * Enforce established policies against alcohol and other drug use fairly and consistently. Ensure adequate security measures to eliminate drugs from school premises and school functions. * Implement a comprehensive drug prevention curriculum for kindergarten through grade 12, teaching that drug use is wrong and harmful, and supporting and strengthening resistance to drugs. * Reach out to the community for support and assistance in making the school's anti-drug policy and program work. Develop collaborative arrangements in which school personnel, parents, school boards, law enforcement officers, treatment organizations, and private groups can work together to provide necessary resources. Schools Assessing the Problem Recommendation #4: Determine the extent and character of alcohol and other drug use and monitor that use regularly. School personnel should be informed about the extent of drugs in their school. School boards, superintendents, and local public officials should support school administrators in their efforts to assess the extent of the drug problem and to combat it. To guide and evaluate effective drug prevention efforts, schools need to take the following actions: * Conduct anonymous surveys of students and school personnel and consult with local law enforcement officials to identify the extent of the drug problem. * Bring together school personnel to identify areas where drugs are being used and sold. * Meet with parents to help determine the nature and extent of drug use.

* Maintain records on drug use and sale in the school over time, for use in evaluating and improving prevention efforts. In addition to self-reported drug use patterns, records may include information on drug-related arrests and school discipline problems. * Inform the community, in straightforward language, of the results of the school's assessment of the drug problem. Roncalli High School Manitowoc, Wisconsin Before Roncalli, a Catholic coed high school, initiated its no-use drug policy in the early 1980s, it was not uncommon after athletic events to see a parking lot full of empty beer cans and to hear reports of students charged with driving while intoxicated. After an alcohol-related teenage traffic fatality jolted the community, a district-wide survey was taken that showed widespread drug and alcohol use by high school students. The Roncalli student body was no exception. In response, an action plan was developed by students, parents, and the community that calls for referral and treatment on the first offense for any student found in the possession of or under the influence of alcohol or drugs at any Roncalli High School activity. The consequence for a second offense is dismissal. Since this program's inception 13 years ago, only one student has declined referral and treatment choosing instead to leave school. Tracking surveys each year help the faculty and students to monitor progress in achieving the school's drug-free goal. Positive peer pressure and team spirit are important ingredients in Roncalli's anti-drug program. The student group RADD (Roncalli Against Drinking and Drugs) operates as an arm of the Student Senate to organize and coordinate drug-free activities through the year. More than 90 percent of the 650 students at Roncalli High participate in RADD's activities that include dances, open gym, Trivial Pursuit contests, Pictionary night, video screenings, and other after-school events. A Peer Helpers program matches all 120 incoming freshmen with peers who provide information throughout the year on Roncalli's anti-drug policies and program. Concerned Persons Groups also meet at Roncalli to offer extra peer support to students who have a friend or family member using drugs or who may need a place to talk and find assistance in confidence. The groups meet during the school day on alternating schedules so that all may have the option to attend. Parents, too, are actively involved in the school program. The Roncalli Parents Communication Network has commitments from more than 60 percent of the Roncalli parents to keep their homes drug-free and to be present when students visit. Schools

Setting Policy Recommendation #5: Establish clear and specific rules regarding alcohol and other drug use that include strong corrective actions. School policies should clearly establish that drug use, possession, and sale on the school grounds and at school functions will not be tolerated. These policies should apply both to students and to school personnel, and may include prevention, intervention, treatment, and disciplinary measures. School policies should have the following characteristics: * Specify what constitutes a drug offense by defining (1) illegal substances and paraphernalia; (2) the area of the school's jurisdiction, for example, the school property, its surroundings, and all school-related events, such as proms and football games; and (3) the types of violations (drug possession, use, and sale). * State the consequences for violating school policy; punitive action should be linked to referral for treatment and counseling. Measures that schools have found effective in dealing with first-time offenders include the following: -- A required meeting of parents and the student with school officials, concluding with a contract signed by the student and parents in which they both acknowledge a rug problem and the student agrees to stop using and to participate in drug counseling or a rehabilitation program. -- Suspension, assignment to an alternative school, in-school suspension, after-school or Saturday detention with close supervision, and demanding academic assignments. -- Referral to a drug treatment expert or counselor. -- Notification of police. Penalties for repeat offenders and for sellers may include expulsion, legal action, and referral for treatment. * Describe procedures for handling violations, including the following: -- Legal issues associated with disciplinary actions (confidentiality, due process, and search and seizure) and their application. -- Circumstances under which incidents should be reported and the responsibilities and procedures for reporting incidents, including the identification of the authorities to be contacted.

-- Procedures for notifying parents when their child is suspected of using drugs or is caught with drugs. -- Procedures for notifying police. * Enlist legal counsel to ensure that all policy is in compliance with applicable Federal, State, and local laws. * Build community support for the policy. Hold open meetings where views can be aired and differences resolved. Schools Enforcing Policy Recommendation #6: Enforce established policies against alcohol and other drug use fairly and consistently. Ensure adequate security measures to eliminate drugs from school premises and school functions. Ensure that everyone understands the policy and the procedures that will be followed in case of infractions. Make copies of the school policy available to all parents, teachers, and students, and publicize the policy throughout the school and community. Impose strict security measures to bar access to intruders and to prohibit student drug trafficking. Enforcement policies should correspond to the severity of the school's drug problem. For example: * Officials can require students to carry hall passes, supervise school grounds and hallways, and secure assistance of law enforcement officials, particularly to help monitor areas around the school. * For a severe drug problem, officials can use security personnel to monitor closely all school areas where drug sales and use are known to occur; issue mandatory identification badges for school staff and students; request the assistance of local police to help stop drug dealing; and, depending on applicable law, develop a policy that permits periodic searches of student lockers. Review enforcement practices regularly to ensure that penalties are uniformly and fairly applied. * Consider implementing an alternative program for students who have been suspended for drug use or possession. Some districts have developed off-campus programs to enable suspended students to continue their education in a more tightly structured environment. These programs may be offered during the day or in the evening, and may offer counseling as well as an academic curriculum. Other districts have successfully used a probationary alternative that combined a short-term in-school suspension with requirements for drug testing and

participation in support groups as a condition of returning to the classroom. Lawrenceville Middle School Lawrenceville, Georgia Ten years ago, Lawrenceville, Georgia, was a rural community outside Atlanta. Today it is a full-fledged suburb, and one of the nation's fastest-growing. Lawrenceville Middle School, responding to rapid changes in the community, did not wait for a crisis to begin thinking about the drug education needs of its 1100 students. It conducted a survey in 1981 to use as a benchmark to measure drug-free progress in subsequent years and to help define an appropriate program--the first in Gwinnett County--for sixth-, seventh- and eighth-graders. The Lawrenceville program emphasizes five prevention strategies: education, life and social skills, healthy alternatives, risk factor reduction, and environmental change. While annual surveys help the faculty and parents assess its effectiveness, they are not the only way they measure effectiveness. Regular informal assessments and day-today faculty observation help to fine tune the program from year to year and suggest any immediate changes required. A case in point: when teachers began to observe an increase in tobacco use, particularly smokeless tobacco use, they formed a committee that included parents and administrators and came up with a plan to include more information in the curriculum on the harmful effects of tobacco and more up-to-date materials in the media center. They also decided to implement a no-tobacco use policy for the school staff. The following year, incidents of student tobacco use decreased dramatically. Parents, students, and teachers attribute much of Lawrenceville's drug education success to its alternative program, STRIDE, (Student/Teacher Resource Institute for Drug Education), a unique concept that has captured the attention--and drug-free pledges--of more than 80 percent of Lawrenceville's students. STRIDE's leadership team--composed of seventh-and eighth-graders-meets during the summer to plan activities for the upcoming year. A program featuring 10 to 12 major events is outlined at the summer planning session. STRIDE leaders meet regularly during the school year to implement the program and delegate responsibilities. STRIDE events--held after school from 2:00 to 5:00--are widely publicized by STRIDE members. Events include programs by visiting athletes who qualify as role models, dances, videos, plays, speakers from the community, and special sports events. Schools Teaching About Drug Prevention Recommendation # 7:

Implement a comprehensive drug prevention curriculum for kindergarten through grade 12, teaching that drug use is wrong and harmful, and supporting and strengthening resistance to drugs. A model program would have these main objectives: * To value and maintain sound personal health. * To respect laws and rules prohibiting drugs. * To resist pressures to use drugs. * To promote student activities that are drug free and offer healthy avenues for student interests. In developing a program, school staff should take the following steps: * Determine curriculum content appropriate for the school's drug problem and grade levels. * Base the curriculum on an understanding of why children try drugs in order to teach them how to resist pressures to use drugs. * Review existing materials for possible adaptation. State and national organizations--and some lending libraries--that have an interest in drug prevention make available lists of materials. In implementing a program, school staff should take the following steps: * Include students in all grades. Effective drug education is cumulative. * Teach about drugs in health education classes, and reinforce this curriculum with appropriate materials in classes such as social studies and science. * Develop expertise in drug prevention through training. Teachers should be knowledgeable about drugs, personally committed to opposing drug use, and skilled at eliciting participation by students in drug prevention efforts. (For more detailed information on topics and learning activities to incorporate in a drug prevention program, see pages 44-49.) Fact Sheet Tips for Selecting Drug Prevention Materials In evaluating drug prevention materials, keep the following points in mind: Check the date of publication. Material published before 1980 may be outdated; even recently published materials may be inaccurate.

Look for "warning flag" phrases and concepts. The following expressions, many of which appear frequently in "pro-drug" material, falsely imply that there is a "safe" use of mind-altering drugs: experimental use, recreational use, social use, controlled use, responsible use, use/abuse. Mood-altering is a deceptive euphemism for mind-altering. The implication of the phrase mood-altering is that only temporary feelings are involved. The fact is that mood changes are biological changes in the brain. "There are no 'good' or 'bad' drugs, just improper use." This is a popular semantic camouflage in pro-drug literature. It confuses young people and minimizes the distinct chemical differences among substances. "The child's own decision." Parents cannot afford to leave such hazardous choices to their children. It is the parents' responsibility to do all in their power to provide the information and the protection to assure their children a drug-free childhood and adolescence. Be alert for contradictory messages. Many authors give a pro-drug message and then cover their tracks by including "cautions" about how to use drugs. Make certain that the health consequences revealed in current research are adequately described. Literature should make these facts clear: The high potency of marijuana on the market today makes it more dangerous than ever. THC, a psychoactive ingredient in marijuana, is fat-soluble, and its accumulation in the body has many adverse biological effects. Cocaine can cause death and is one of the most addictive drugs known. It takes less alcohol to produce impairment in youths than in adults. Demand material that sets positive standards of behavior for children. The message conveyed must be an expectation that children can say no to drugs. The publication and its message must provide the information and must support family involvement to reinforce the child's courage to stay drug free. A fuller discussion of curriculum selection is offered in Drug Prevention Curricula: A Guide to Selection and Implementation. The guide is published by the U.S. Department of Education and is available from the National Clearinghouse for Alcohol and Drug Information, Box 2345 Rockville MD 20852. Schools Enlisting the Community's Help Recommendation #8:

Reach out to the community for support and assistance in making the school's anti-drug policy and program work. Develop collaborative arrangements in which school personnel, parents, school boards, law enforcement officers, treatment organizations, and private groups can work together to provide necessary resources. School officials should recognize that they cannot solve the drug problem by themselves. They need to enlist the community's support for their efforts by taking the following actions: * Increase community understanding of the problem through meetings, media coverage, and education programs. * Build public support for the policy; develop agreement on the goals of a school drug policy, including prevention and enforcement goals. * Educate the community about the effects and extent of the drug problem. * Strengthen contacts with law enforcement agencies through discussions about the school's specific drug problems and ways they can assist in drug education and enforcement. * Call on local professionals, such as physicians and pharmacists, to share their expertise on drug abuse as class lecturers. * Mobilize the resources of community groups and local businesses to support the program. Fact Sheet Legal Questions on Search and Seizure In 1985, the Supreme Court for the first time analyzed the application in the public school setting of the Fourth Amendment prohibition of unreasonable searches and seizures. The Court sought to craft a rule that would balance the need of school authorities to maintain order and the privacy rights of students. The questions in this section summarize the decisions of the Supreme Court and of lower Federal courts. School officials should consult with legal counsel in formulating their policies. What legal standard applies to school officials who search students and their possessions for drugs? The Supreme Court has held that school officials may institute a search if there are "reasonable grounds" to believe that the search will reveal evidence that the student has violated or is violating either the law or the rules of the school. Do school officials need a search warrant to conduct a search for drugs? No, not if they are carrying out the search independent of

the police and other law enforcement officials. A more stringent legal standard may apply if law enforcement officials are involved in the search. How extensive can a search be? The scope of the permissible search will depend on whether the measures used during the search are reasonably related to the purpose of the search and are not excessively intrusive in light of the age and sex of the student being searched. The more intrusive the search, the greater the justification that will be required by the courts. Do school officials have to stop a search when they find the object of the search? Not necessarily. If a search reveals items suggesting the presence of other evidence of crime or misconduct, the school official may continue the search. For example, if a teacher is justifiably searching a student's purse for cigarettes and finds rolling papers, it will be reasonable (subject to any local policy to the contrary) for the teacher to search the rest of the purse for evidence of drugs. Can school officials search student lockers? Reasonable grounds to believe that a particular student locker contains evidence of a violation of the law or school rules will generally justify a search of that locker. In addition, some courts have upheld written school policies that authorize school officials to inspect student lockers at any time. (For a more detailed discussion of legal issues, see pages 50-60). Fact Sheet Legal Questions on Suspension and Expulsion The following questions and answers briefly describe several Federal requirements that apply to the use of suspension and expulsion as disciplinary tools in public schools. These may not reflect all laws, policies, and judicial precedents applicable to any given school district. School officials should consult with legal counsel to determine the application of these laws in their schools and to ensure compliance with all legal requirements. What Federal procedural requirements apply to suspension or expulsion? * The Supreme Court has held that students facing suspension or expulsion from school are entitled under the U.S. Constitution to the basic due process protections of notice and an opportunity to be heard. The nature and formality of the "hearing" to be provided depend on the severity of the sanction being imposed.

* A formal hearing is not required when a school seeks to suspend a student for 10 days or less. Due process in that situation requires only that: -- the school inform the student, either orally or in writing, of the charges and of the evidence to support those charges. -- the school give the student an opportunity to deny the charges and present his or her side of the story. -- as a general rule, the notice to the student and a rudimentary hearing should precede a suspension unless a student's presence poses a continuing danger to persons or property or threatens to disrupt the academic process. In such cases, the notice and rudimentary hearing should follow as soon as possible after the student's removal. More formal procedures may be required for suspensions longer than 10 days and for expulsions. In addition, Federal law and regulations establish special rules governing suspensions and expulsions of students with disabilities. * States and local school districts may require additional procedures. Can students be suspended or expelled from school for use, possession, or sale of drugs? Generally, yes. A school may suspend or expel students in accordance with the terms of its discipline policy. A school policy may provide for penalties of varying severity, including suspension or expulsion, to respond to drug-related offenses. It is helpful to be explicit about the types of offenses that will be punished and about the penalties that may be imposed for particular types of offenses (e.g., use, possession, or sale of drugs). Generally, State and local law will determine the range of sanctions permitted. (For a more detailed discussion of legal issues, see pages 50-60.) WHAT STUDENTS CAN DO * Learn about the effects of drug use, the reasons why drugs are harmful, and ways to resist pressures to try drugs. * Use an understanding of the danger posed by drugs to help other students avoid them. Encourage other students to resist drugs, persuade those using drugs to seek help, and report those selling drugs to parents and the school principal. Students Learning the Facts

Recommendation #9: Learn about the effects of alcohol and other drug use, the reasons why drugs are harmful, and ways to resist pressures to try drugs. Students can arm themselves with the knowledge to resist drug use in the following ways: * Learning about the effects and risks of drugs. * Learning the symptoms of drug use and the names of organizations and individuals available to help when friends or family members are in trouble. * Understanding the pressures to use drugs and ways to counteract * Knowing the school rules on drugs and ways to help make the school policy work. * Knowing the school procedures for reporting drug offenses. * Knowing the laws on drug use and the penalties--for example, for driving under the influence of alcohol or other drugs--and understanding how the laws protect individuals and society. * Developing skill in communicating their opposition to drugs and their resolve to avoid drug use. R.H. Watkins High School of Jones County, Mississippi, has developed this pledge setting forth the duties and responsibilities of student counselors in its peer counseling program. Responsibility Pledge for a Peer Counselor R.H. Watkins High School As a drug education peer counselor you have the opportunity to help the youth of our community develop to their full potential without the interference of illegal drug use. It is a responsibility you must not take lightly. Therefore, please read the following responsibilities you will be expected to fulfill next school year and discuss them with your parents or guardians. Responsibilities of a Peer Counselor * Understand and be able to clearly state your beliefs and attitudes about drug use among teens and adults. * Remain drug free. * Maintain an average of C or better in all classes. * Maintain a citizenship average of B or better. * Participate in some club or extracurricular activity that emphasizes the positive side of school life.

* Successfully complete training for the program, including, for example, units on the identification and symptoms of drug abuse, history and reasons for drug abuse, and the legal/economic aspects of drug abuse. * Successfully present monthly programs on drug abuse in each of the elementary and junior high schools of the Laurel City school system, and to community groups, churches, and statewide groups as needed. * Participate in rap sessions or individual counseling sessions with Laurel City school students. * Attend at least one Jones County Drug Council meeting per year, attend the annual Drug Council Awards Banquet, work in the Drug Council Fair exhibit and in any Drug Council workshops, if needed. * Grades and credit for Drug Education will be awarded on successful completion of and participation in all the above-stated activities. ________________________ ____________________________ Student's Signature Parent's or Guardian's Signature Students Helping to Fight Drug Use Recommendation # 10: Use an understanding of the danger posed by alcohol and other drugs to help other students avoid them. Encourage other students to resist drugs, persuade those using drugs to seek help, and report those selling drugs to parents and the school principal. Although students are the primary victims of drug use in the schools, drug use cannot be stopped or prevented unless students actively participate in this effort. Students can help fight alcohol and other drug use in the following ways: * Participating in discussions about the extent of the problem at their own school. * Supporting a strong school anti-drug policy and firm, consistent enforcement of rules. * Setting a positive example for fellow students and speaking forcefully against drug use. * Teaching other students, particularly younger ones, about the harmful effects of drugs. * Encouraging their parents to join with other parents to promote a drug-free environment outside school. Some

successful parent groups have been started as a result of the pressure of a son or daughter was concerned about drugs. * Becoming actively involved in efforts to inform the community about the drug problem. * Joining in or starting a club or other activity to create positive, challenging ways for young people to have fun without alcohol and other drugs. Obtaining adult sponsorship for the group and publicizing its activities. * Encouraging friends who have a drug problem to seek help and reporting persons selling drugs to parents and the principal. WHAT COMMUNITIES CAN DO * Help schools fight drugs by providing them with the expertise and financial resources of community groups and agencies. * Involve local law enforcement agencies in all aspects of drug prevention: assessment, enforcement, and education. The police and courts should have well-established relationships with the schools. Communities Providing Support Recommendation # 11: Help schools fight drugs by providing them with the expertise and financial resources of community groups and agencies. Law enforcement agencies and the courts can take the following actions: * Provide volunteers to speak in the schools about the legal ramifications of alcohol and other drug use. Officers can encourage students to cooperate with them to stop drug use. * Meet with school officials to discuss alcohol and other drug use in the school, share information on the drug problem outside the school, and help school officials in their investigations. Social service and health agencies can take the following actions: * Provide volunteers to speak in the school about the effects of drugs. * Meet with parents to discuss symptoms of drug use and to

inform them about counseling resources. * Provide the schools with health professionals to evaluate students who may be potential drug users. * Provide referrals to local treatment programs for students who are using drugs. * Establish and conduct drug counseling and support groups for students. Business leaders can take the following actions: * Speak in the schools about the effects of alcohol and other drug use on employment. * Provide incentives for students who participate in drug prevention programs and lead drug-free lives. * Help schools obtain curriculum materials for their drug prevention program. * Sponsor drug-free activities for young people. Parent groups can take the following actions: * Mobilize others through informal discussions, door-to-door canvassing, and school meetings to ensure that students get a consistent no-drug message at home, at school, and in the community. * Contribute volunteers to chaperone student parties and other activities. Print and broadcast media can take the following actions: * Educate the community about the nature of the drug problem in their schools. * Publicize school efforts to combat the problem. Project DARE Los Angeles, California A collaborative effort begun in 1983 by the Los Angeles Police Department and the Los Angeles Unified School District, Project DARE (Drug Abuse Resistance Education) uses uniformed law enforcement officers in classrooms as regular instructors. DARE officers use a drug curriculum that teaches students resistance to peer pressure to use drugs, self-management skills, and alternatives to drug use. DARE reaches all Los Angeles Unified School District students from kindergarten through junior high school. DARE has also spread outside Los Angeles--police officers from 48 States and 1100 police agencies have received DARE training. The DARE program is also being used by the Department of Defense Dependents' Schools (military police serve as instructors) and at Bureau of Indian Affairs Schools (BIA police officers serve as instructors).

In addition to providing classroom instruction, the program arranges teacher orientation, officer-student interaction (on playgrounds and in cafeterias, for example), and a parent education evening at which DARE officers explain the program to parents and provide information about symptoms of drug use and ways to increase family communication. Studies have shown that DARE has improved students' attitudes about themselves, increased their sense of responsibility for themselves and to police, and strengthened their resistance to drugs. For example, before the DARE program began, 51 percent of fifth grade students equated drug use with having more friends. After training, only 8 percent reported this attitude. DARE's parent program has also changed attitudes. Before DARE training, 61 percent of parents thought that there was nothing parents could do about their children's use of drugs; only 5 percent reported this opinion after the program. Before DARE training, 32 percent of parents thought that it was all right for children to drink alcohol at a party as long as adults were present. After DARE, no parents reported such a view. Communities Involving Law Enforcement Recommendation # 12: Involve local law enforcement agencies in all aspects of drug prevention: assessment, enforcement, and education. The police and courts should have well-established relationships with the schools. Community groups can take the following actions: * Support school officials who take a strong position against alcohol and other drug use. * Support State and local policies to keep drugs and drug paraphernalia away from schoolchildren. * Build a community consensus in favor of strong penalties for persons convicted of selling drugs, particularly for adults who have sold drugs to children. * Encourage programs to provide treatment to juvenile first-offenders while maintaining tough penalties for repeat offenders and drug sellers. Law enforcement agencies, in cooperation with schools, can take the following actions: * Establish the procedures each will follow in school drug cases. * Provide expert personnel to participate in prevention activities from kindergarten through grade 12.

* Secure areas around schools and see that the sale and use of drugs are stopped. * Provide advice and personnel to help improve security in the school or on school premises. Lincoln Junior High Washington, D.C. Abraham Lincoln Junior High is a modern school located in an innercity neighborhood. Its ethnically diverse student body has 700 students, representing more than 30 counties. The student population is 51 percent black and 43 percent Hispanic. Many of the students coming to Lincoln for the first time are newly arrived immigrants from war-torn countries. Many of these newly arrived students are eager for acceptance by their new peers and just as eager to adjust to American culture. Teachers are keenly aware of the students' desire to fit in and realize that it is important to let these children know that the majority of American children do not use drugs nor is drug use an accepted behavior. This is not an easy task for the teachers to accomplish since the rampant drug activity going on in their neighborhood may suggest otherwise. Lincoln's faculty-sponsored clubs are an important way teachers support what they want the drug education program to accomplish. To participate in any club, members must pledge to be drug free. Two clubs are designed to develop confidence and reinforce social and citizenship skills. Other clubs target special interests such as the Lincoln Chess Club and LatiNegro, a student arts group. A summer Substance Abuse Prevention Education Camp involves nearly 100 students in activities ranging from volley ball to dance to field trips. The staff also encourages students to help each other. The Peer Helper Club, whose members are trained in substance abuse prevention and leadership skills, publishes a handbook dispensing advice and a magazine, Cuidando Nuestra Juventud (Taking Care of Our Youth), to which the entire student body can contribute. Another innovative way the school gets its message across is by having the Student Response Team (SRT). This team is comprised of ninth graders trained to become mediators. They advertise their services within the school and get referrals from students and teachers. Students who use the services of the SRT must agree in advance to abide by the result of the mediation process or be expelled from school. Mediators meet with students in conflict at lunch or are called from class if the matter is urgent. This multiracial team has been effective in reducing violence and convincing peers that they don't have to go to the streets to settle disputes. CONCLUSION Drugs threaten our children's lives, disrupt our schools, shatter families, and, in some areas, shatter communities.

Drug-related crimes overwhelm our courts, social agencies, and police. This situation need not and must not continue. Across the United States, schools and communities have found ways to turn the tide in the battle against drugs. The methods they have used and the actions they have taken are described in this volume. We know what works. We know that drug use can be stopped. But we cannot expect the schools to do the job without the help of parents, police, the courts, and other community groups. Drugs will be beaten only when all of us work together to deliver a firm, consistent message to those who would use or sell drugs: a message that illegal drugs will not be tolerated. It is time to join in a national effort to achieve schools without drugs. SPECIAL SECTIONS Teaching About Drug Prevention How the Law Can Help Specific Drugs and Their Effects Sources of Information References TEACHING ABOUT DRUG PREVENTION Teaching About Drug Prevention: Sample Topics and Learning Activities An effective drug prevention curriculum covers a broad set of education objectives which are outlined in greater detail in the Department of Education's handbook Drug Prevention Curricula: A Guide to Selection and Implementation. This section presents a model program for consideration by State and local school authorities who have the responsibility to design a curriculum that meets local needs and priorities. The program consists of four objectives plus sample topics and learning activities. OBJECTIVE #1: To value and maintain sound personal health; to understand how drugs affect health. An effective drug prevention education program instills respect for a healthy body and mind and imparts knowledge of how the body functions, how personal habits contribute to good health, and how drugs affect the body. At the early elementary level, children learn how to care for their bodies. Knowledge about habits, medicine, and poisons lays the foundation for learning about drugs. Older children begin to learn about the drug problem and study those drugs to

which they are most likely to be exposed. The curriculum for secondary school students is increasingly drug specific as students learn about the effects of drugs on their bodies and on adolescent maturation. Health consequences of drug use, including transmission of AIDS, are emphasized. Sample topics for elementary school: * The roles of nutrition, medicine, and health care professionals in preventing and treating disease. * The difficulties of recognizing which substances are safe to eat, drink, or touch; ways to learn whether a substance is safe: by consulting with an adult and by reading labels. * The effects of poisons on the body; the effects of medicine on body chemistry: the wrong drug may make a person ill. * The nature of habits: their conscious and unconscious development. Sample topics for secondary school: * Stress: how the body responds to stress; how drugs increase stress. * The chemical properties of drugs. * The effects of drugs on the circulatory, digestive, nervous, reproductive, and respiratory systems. The effects of drugs on adolescent development. * Patterns of substance abuse: the progressive effects of drugs on the body and mind. * What is addiction? * How to get help for a drug or alcohol problem. Children tend to be oriented toward the present and are likely to feel invulnerable to the long-term effects of alcohol and other drugs. For this reason, they should be taught about the short-term effects of drug use (impact on appearance, alertness, and coordination) as well as about the cumulative effects. Sample learning activities for elementary school: * Make a coloring book depicting various substances. Color only those items that are safe to eat. * Use puppets to dramatize what can happen when drugs are used. * Write stories about what to do if a stranger offers candy, pills, or a ride. Discuss options in class. * Try, for a time, to break a bad habit. The teacher emphasizes that it is easier not to start a bad habit than to break one.

Sample learning activities for secondary school: * Discuss the properties of alcohol and other drugs with community experts: physicians, scientists, pharmacists, or law enforcement officers. * Interview social workers in drug treatment centers. Visit an open meeting of Alcoholics Anonymous or Narcotics Anonymous. These activities should be open only to mature students; careful preparation and debriefing are essential. * Research the drug problem at school, in the community, or in the sports and entertainment fields. * Design a true-false survey about drug myths and facts; conduct the survey with classmates and analyze the results. * Develop an accessible lending library on drugs, well stocked with up-to-date and carefully chosen materials. When an expert visits a class, both the class and the expert should be prepared in advance. Students should learn about the expert's profession and prepare questions to ask during the visit. The expert should know what the objectives of the session are and how the session fits into previous and subsequent learning. The expert should participate in a discussion or classroom activity, not simply appear as a speaker. OBJECTIVE #2: To respect laws and rules prohibiting drugs. The program teaches children to respect rules and laws as the embodiment of social values and as tools for protecting individuals and society. It provides specific instruction about laws concerning drugs. Students in the early grades learn to identify rules and to understand their importance, while older students learn about the school drug code and laws regulating drugs. Sample topics for elementary school: * What rules are and what would happen without them. * What values are and why they should guide behavior. * What responsible behavior is. * Why it is wrong to take drugs. Sample topics for secondary school: * Student responsibilities in promoting a drug-free school. * Local, State, and Federal laws on controlled substances; why these laws exist and how they are enforced. * Legal consequences of drug use; penalties for driving under the influence of alcohol or drugs; the relationship

between drugs and other crimes. * Personal and societal costs of drug use. Sample learning activities for elementary school: * Use stories and pictures to identify rules and laws in everyday life (e.g., lining up for recess). * Imagine how to get to school in the absence of traffic laws; try to play a game that has no rules. * Name some things that are important to adults and then list rules they have made about these things. (This activity helps explain values.) * Solve a simple problem (e.g., my sister hits me, or my math grades are low). Discuss which solutions are best and why. * Discuss school drug policies with the principal and other staff members. Learn how students can help make the policy work better. * Explain the connection between drug users, drug dealers, and drug traffickers and law enforcement officers whose lives are placed at risk or lost in their efforts to stop the drug trade. Sample learning activities for secondary school: * Resolve hypothetical school situations involving drug use. Analyze the consequences for the school, other students, and the individuals involved. * Collect information about accidents, crimes, and other problems related to alcohol and other drugs. Analyze how the problem might have been prevented and how the incident affected the individuals involved. * Conduct research projects. Interview members of the community such as attorneys, judges, police officers, State highway patrol officers, and insurance agents about the effects of alcohol and other drug use on the daily lives of teenagers and their families. * Draft a legislative petition proposing enactment of a State law on drug use. Participate in a mock trial or legislative session patterned after an actual trial or debate. Through these activities, students learn to develop arguments on behalf of drug laws and their enforcement. OBJECTIVE #3: To recognize and resist pressures to use drugs. Social influences play a key role in encouraging children to try alcohol and other drugs. Pressures to use drugs come from internal sources, such as a child's desire to feel included in a group or to demonstrate independence, and external influences, such as the opinions and example of friends, older children and adults, and media messages.

Students must learn to identify these pressures. They must then learn how to counteract messages to use drugs and gain practice in saying no. The education program emphasizes influences on behavior, responsible decision making, and techniques for resisting pressures to use drugs. Sample topics for elementary through high school: * The influence of popular culture on behavior. * The influence of peers, parents, and other important individuals on a student's behavior; ways in which the need to feel accepted by others influences behavior. * Ways to make responsible decisions and to deal constructively with disagreeable moments and pressures. * Reasons for not taking drugs. * Situations in which students may be pressured into using alcohol and other drugs. * Ways of resisting pressure to use drugs. * Effects of drug use on family and friends, and benefits of resisting pressure to use drugs. Sample learning activities for elementary through high school: * Describe recent personal decisions. In small groups, discuss what considerations influenced the decision (e.g., opinions of family or friends, beliefs, desire to be popular) and analyze choices and consequences. * Examine ads for cigarettes, over-the-counter drugs, and alcohol, deciding what images are being projected and whether the ads are accurate. * Read stories about famous people who held to their beliefs in the face of opposition. Students can discuss how these people withstood the pressure and what they accomplished. * Give reasons for not taking drugs. Discuss with a health educator or drug counselor the false arguments for using drugs. Develop counterarguments in response to typical messages or pressures on behalf of drug use. * Given a scenario depicting pressure to use drugs, act out ways of resisting (simply refusing, giving a reason, leaving the scene, etc.). Students should then practice these techniques repeatedly. Demonstrate ways of resisting pressures, using older students specially trained as peer teachers. * Present scenarios involving drug-related problems (e.g., learning that another student is selling drugs, learning that a sibling is using drugs, or being offered a drive home by a friend under the influence of drugs). Students practice what they would do and discuss to whom they would turn for help. Teachers should discuss and evaluate the appropriateness of student responses.

* Discuss how it feels to resist pressures to take drugs. Hold a poster contest to depict the benefits derived both from not using and from saying no (e.g., being in control, increased respect from others, self-confidence). OBJECTIVE #4: To promote activities that reinforce the positive, drug-free elements of student life. School activities that provide opportunities for students to have fun without alcohol and other drugs, and to contribute to the school community, build momentum for peer pressure not to use drugs. These school activities also nurture positive examples by giving older students opportunities for leadership related to drug prevention. Sample activities: * Make participation in school activities dependent on an agreement not to use alcohol and other drugs. * Ensure that alcohol and other drugs will not be available at school-sponsored activities or parties. Plan these events carefully to be certain that students have attractive alternatives to drug use. * Give students opportunities for leadership. They can be trained to serve as peer leaders in drug prevention programs, write plays, or design posters for younger students. Activities such as these provide youthful role models who demonstrate the importance of not using drugs. Youth training programs are available that prepare students to assist in drug education and provide information on how to form drug-free youth groups. * Form action teams for school improvement with membership limited to students who are drug free. These action teams campaign against drug use, design special drug-free events, conduct and follow up on surveys of school needs, help teachers with paperwork, tutor other students, or improve the appearance of the school. Through these activities, students develop a stake in their school, have the opportunity to serve others, and have positive reasons to reject drug use. * Survey community resources that offer help for alcohol or other drug problems or ways to cope with drug use by a family member. * Create a program in the school for support of students returning from treatment. HOW THE LAW CAN HELP Federal law accords school officials broad authority to regulate student conduct and supports reasonable and fair disciplinary action. In 1984, the Supreme Court reaffirmed that the constitutional rights of students in school are not "automatically coextensive with the rights of adults in other

settings."1 Rather, recognizing that "in recent years . .. drug use and violent crime in the schools have become major social problems," the Court has emphasized the importance of effective enforcement of school rules.2 On the whole, a school "is allowed to determine the methods of student discipline and need not exercise its discretion with undue timidity."3 An effective campaign against drug use requires a basic understanding of legal techniques for searching and seizing drugs and drug-related material, for suspending and expelling students involved with drugs, and for assisting law enforcement officials in the prosecution of drug offenders. Such knowledge will help schools identify and penalize students who use or sell drugs at school and enable school officials to uncover the evidence needed to support prosecutions under Federal and State criminal laws that contain strong penalties for drug use and sale. In many cases, school officials can be instrumental in successful prosecutions. In addition to the general Federal statutes that make it a crime to possess or distribute a controlled substance, there are special Federal laws designed to protect children and schools from drugs: * An important part of the Controlled Substances Act makes it a Federal crime to sell drugs in or near a public or private elementary, secondary, vocational, or postsecondary school. Under this "schoolhouse" law, sales within 1,000 feet of a school are punishable by up to double the sentence that would apply if the sale occurred elsewhere. Even more serious punishments are available for repeat offenders.4 * Distribution or sale to minors of controlled substances is also a Federal crime. When anyone age 18 or over sells drugs to anyone under 21, the seller runs the risk that he or she will receive up to double the sentence that would apply to a sale to an adult. Here too, more serious penalties can be imposed on repeat offenders.5 By working with Federal and State prosecutors in their area, schools can help to ensure that these laws and others are used to make children and schools off-limits to drugs. The following pages describe in general terms the Federal laws applicable to the development of an effective school drug policy. This section is not a compendium of all laws that may apply to a school district, and it is not intended to provide legal advice on all issues that may arise. School officials must recognize that many legal issues in the school context are also governed, in whole or in part, by State and local laws, which, given their diversity, cannot be covered here. Advice should be sought from legal counsel in order to understand the applicable laws and to ensure that the school's policies and actions make full use of the available methods of enforcement. Most private schools, particularly those that receive little or no financial assistance from public sources and are not associated with a public entity, enjoy a greater degree of legal flexibility with respect to combating the sale and use of illegal drugs. Depending on the terms of their contracts with enrolled students, such schools may be largely free of the restrictions that normally apply to

drug searches or the suspension or expulsion of student drug users. Private school officials should consul legal counsel to determine what enforcement measures may be available to them. School procedures should reflect the available legal means for combating drug use. These procedures should be known to and understood by school administrators and teachers as well as by students, parents, and law enforcement officials. Everyone should be aware that school authorities have broad power within the law to take full, appropriate, and effective action against drug offenders. Additional sources of information on legal issues in school drug policy are listed at the end of this handbook. SEARCHING FOR DRUGS WITHIN THE SCHOOL In some circumstances, the most important tool for controlling drug use is an effective program of drug searches. School administrators should not condone the presence of drugs anywhere on school property. The presence of any drugs or drug-related materials in school can mean only one thing--that drugs are being used or distributed in school. Schools committed to fighting drugs should do everything they can to determine whether school grounds are being used to facilitate the possession, use, or distribution of drugs, and to prevent such crimes. To institute an effective drug search policy in schools with a substantial problem, school officials can take several steps. First, they can identify the specific areas in the school where drugs are likely to be found or used. Student lockers, bathrooms, and "smoking areas" are obvious candidates. Second, school administrators can clearly announce in writing at the beginning of the school year that these areas will be subject to unannounced searches and that students should consider such areas "public" rather than "private." The more clearly a school specifies, that these portions of the school's property are public, the less likely it is that a court will conclude that students retain any reasonable expectation of privacy in these places and the less justification will be needed to search such locations. School officials should therefore formulate and disseminate to all students and staff a written policy that will permit an effective program of drug searches. Courts have usually upheld locker searches where schools have established written policies under which the school retains joint control over student lockers, maintains duplicate or master keys for all lockers, and reserves the right to inspect lockers at any time.6 Although these practices have not become established law in every part of the country, it will be easier to justify locker searches in schools that have such policies. Moreover, the mere existence of such policies can have a salutory effect. If students know that their lockers may be searched, drug users will find it much more difficult to obtain drugs in school. The effectiveness of such searches may be improved with the use of specially trained dogs. Courts have generally held that the use of dogs to detect drugs on or in objects such as lockers, ventilators, or desk, as opposed to persons is not a

"search" within the meaning of the Fourth Amendment.7 Accordingly, school administrators are generally justified in using dogs in this way. It is important to remember that any illicit drugs and drug-related items discovered at school are evidence that may be used in a criminal trial. School officials should be careful, first, to protect the evidentiary integrity of such seizures by making sure that the items are obtained in permissible searches, because unlawfully acquired evidence will not be admissible in criminal proceedings. Second, school officials should work closely with local law enforcement officials to preserve, in writing, the nature and circumstances of any seizure of drug contraband. In a criminal prosecution, the State must prove that the items produced as evidence in court are the same items that were seized from the suspect. Thus, the State must establish a "chain of custody" over the seized items which accounts for the possession of the evidence from the moment of its seizure to the moment it is introduced in court. School policy regarding the disposition of drug-related items should include procedures for the custody and safekeeping of drugs and drug-related materials prior to their removal by the police and procedures for recording the circumstances regarding the seizure. Searching Students In some circumstances, teachers or other school personnel will wish to search a student whom they believe to be in possession of drugs. The Supreme Court has stated that searches may be carried out according to "the dictates of reason and common sense."8 The Court has recognized that the need of school authorities to maintain order justifies searches that might otherwise be unreasonable if undertaken by police officers or in the larger community. Thus the Court has held that school officials, unlike the police, do not need "probable cause" to conduct a search. Nor do they need a search warrant.9 Under the Supreme Court's ruling: * School officials may institute a search if there are "reasonable grounds" to believe that the search will reveal evidence that the student has violated or is violating either the law or the rules of the school. * The extent of the permissible search will depend on whether the measures used are reasonably related to the purpose of the search and are not excessively intrusive in light of the age and sex of the student. * School officials are not required to obtain search warrants when they carry out searches independent of the police and other law enforcement officials. A more stringent legal standard may apply if law enforcement officials are involved in the search. Interpretation of "Reasonable Grounds" Lower courts are beginning to interpret and apply the

"reasonable grounds" standard in the school setting. From these cases it appears that courts will require more than general suspicion, curiosity, rumor, or a hunch to justify searching students or their possessions. Factors that will help sustain a search include the observation of specific and describable behavior or activities leading one reasonably to believe that a given student is engaging in or has engaged in prohibited conduct. The more specific the evidence in support of searching a particular student, the more likely the search will be upheld. For example, courts using a "reasonable grounds" (or similar) standard have upheld the right of school officials to search the following: * A student's purse, after a teacher saw her smoking in a restroom and the student denied having smoked or being a smoker.10 * A student's purse, after several other students said that she had been distributing firecrackers.11 * A student's pockets, based on a phone tip about drugs from an anonymous source believed to have previously provided accurate information.12 Scope of Permissible Search School officials are authorized to conduct searches within reasonable limits. The Supreme Court has described two aspects of these limits. First, when officials conduct a search, they must use only measures that are reasonably related to the purpose of the search; second, the search may not be excessively intrusive in light of the age or sex of the student. For example, if a teacher believes he or she has seen one student passing a marijuana cigarette to another student, the teacher might reasonably search the students and any nearby belongings in which the students might have tried to hide the drug. If it turns out that what the teacher saw was a stick of gum, the teacher would have no justification for any further search for drugs. The more intrusive the search, the greater the justification that will be required by the courts. A search of a student's jacket or bookbag can often be justified as reasonable. At the other end of the spectrum, strip searches are considered a highly intrusive invasion of individual privacy and are viewed with disfavor by the courts (although even these searches have been upheld in certain extraordinary circumstances). School officials do not necessarily have to stop a search if they find what they are looking for. If the search of a student reveals items that create reasonable grounds for suspecting that the student may also possess other evidence of crime or misconduct, the school officials may continue the search. For example, if a teacher justifiably searches a student's purse for cigarettes and finds rolling papers like those used for marijuana cigarettes, it will then be reasonable for the teacher to search the rest of the purse for other evidence of drugs.

Consent If a student consents to a search, the search is permissible, regardless of whether there would otherwise be reasonable grounds for the search. To render such a search valid, however, the student must give consent knowingly and voluntarily. Establishing whether the student's consent was voluntary can be difficult, and the burden is on the school officials to prove voluntary consent. If a student agrees to be searched out of fear or as a result of other coercion, that consent will probably be found invalid. Similarly, if school officials indicate that a student must agree to a search or if the student is very young or otherwise unaware that he or she has the right to object, the student's consent will also be held invalid. School officials may find it helpful to explain to students that they do not have to consent to a search. In some cases, standard consent forms may be useful. If a student is asked to consent to a search and refuses, that refusal does not mean that the search may not be conducted. Rather, in the absence of consent, school officials retain the authority to conduct a search when there are reasonable grounds to justify it, as described previously. Special Types of Student Searches Schools with severe drug problems may occasionally wish to resort to more intrusive searches, such as the use of trained dogs or urinalysis, to screen students for drug use. The Supreme Court has yet to address these issues. The following paragraphs explain the existing rulings on these subjects by other courts: * Specially trained dogs. The few courts that have considered this issue disagree as to whether the use of a specially trained dog to detect drugs on students constitutes a search within the meaning of the Fourth Amendment. Some courts have held that a dog's sniffing of a student is a search, and that, in the school setting, individualized grounds for reasonable suspicion are required in order for such a "sniff-search" to be held constitutional.13 Under this standard, a blanket search of a school's entire student population by specially trained dogs would be prohibited. At least one other court has held that the use of trained dogs does not constitute a search, and has permitted the use of such dogs without individualized grounds for suspicion.14 Another factor that courts may consider is the way that the dogs detect the presence of drugs. In some instances, the dogs are merely led down hallways or classroom aisles. In contrast, having the dogs actually touch parts of the students' bodies is more intrusive and would probably require specific justification. Courts have generally held that the use of specially

trained dogs to detect drugs on objects, as opposed to persons, is not a search within the meaning of the Fourth Amendment. Therefore, school officials may often be able to use dogs to inspect student lockers and school property.15 * Drug testing. The use of urinalysis or other tests to screen students for drugs is a relatively new phenomenon and the law in this area is still evolving. Few courts have considered the use of urinalysis to screen public school students for drugs, and those courts that have done so have reached mixed results.16 The permissibility of drug testing of students has not yet been determined under all circumstances, although drug testing of adults has been upheld in some settings. SUSPENSION AND EXPULSION A school policy may lawfully provide for penalties of varying severity, including suspension and expulsion, to respond to drug-related offenses. The Supreme Court has held that because schools "need to be able to impose disciplinary sanctions for a wide range of unanticipated conduct disruptive of the educational process," a school's disciplinary rules need not be so detailed as a criminal code.17 Nonetheless, it is helpful for school policies to be explicit about the types of offenses that will be punished and about the penalties that may be imposed for each of these (e.g., use, possession, or sale of drugs). State and local law will usually determine the range of sanctions that is permissible. In general, courts will require only that the penalty imposed for drug-related misconduct be rationally related to the severity of the offense. School officials should not forget that they have jurisdiction to impose punishment for some drug-related offenses that occur off-campus. Depending on State and local laws, schools are often able to punish conduct at off-campus, school-sponsored events as well as off-campus conduct that has a direct and immediate effect on school activities. Procedural Guidelines Students facing suspension or expulsion from school are entitled under the U.S. Constitution and most State constitutions to commonsense due process protections of notice and an opportunity to be heard. Because the Supreme Court has recognized that a school's ability to maintain order would be impeded if formal procedures were required every time school authorities sought to discipline a student, the Court has held that the nature and formality of the "hearing" will depend on the severity of the sanction being imposed. A formal hearing is not required when a school seeks to suspend a student for 10 days or less.18 The Supreme Court has held that due process in that situation requires only that: * The school must inform the student, either orally or in writing, of the charges against him or her and of the evidence to support those charges.

* The school must give the student an opportunity to deny the charges and present his or her side of the story. * As a general rule, this notice and rudimentary hearing should precede a suspension. However, a student whose presence poses a continuing danger to persons or property or an ongoing threat of disrupting the academic process may be immediately removed from school. In such a situation, the notice and rudimentary hearing should follow as soon as possible. The Supreme Court has also stated that more formal procedures may be required for suspensions longer than 10 days and for expulsions. Although the Court has not established specific procedures to be followed in those situations, other Federal courts have set the following guidelines for expulsions.19 These guidelines would apply to suspensions longer than 10 days as well: * The student must be notified in writing of the specific charges against him or her which, if proven, would justify expulsion. * The student should be given the names of the witnesses against him or her and an oral or written report on the facts to which each witness will testify. * The student should be given the opportunity to present a defense against the charges and to produce witnesses or testimony on his or her behalf. Many States have laws governing the procedures required for suspensions and expulsions. Because applicable statutes and judicial rulings vary across the country, local school districts may enjoy a greater or lesser degree of flexibility in establishing procedures for suspensions and expulsions. School officials must also be aware of the special procedures that apply to suspension or expulsion of students with disabilities under Federal law and regulations.20 Effect of Criminal Proceedings Against a Student A school may usually pursue disciplinary action against a student regardless of the status of any outside criminal prosecution. That is, Federal law does not require the school to await the outcome of the criminal prosecution before initiating proceedings to suspend or expel a student or to impose whatever other penalty is appropriate for the violation of the school's rules. In addition, a school is generally free under Federal law to discipline a student when there is evidence that the student has violated a school rule, even if a juvenile court has acquitted (or convicted) the student or if local authorities have declined to prosecute criminal charges stemming from the same incident. Schools may wish to discuss this subject with counsel. Effect of Expulsion

State and local law will determine the effect of expelling a student from school. Some State laws require the provision of alternative schooling for students below a certain age. In other areas, expulsion may mean the removal from public schools for the balance of the school year or even the permanent denial of access to the public school system. CONFIDENTIALITY OF EDUCATION RECORDS To rid their schools of drugs, school officials will periodically need to report drug-related crimes to police and to help local law enforcement authorities detect and prosecute drug offenders. In doing so, schools will need to take steps to ensure compliance with Federal and State laws governing confidentiality of student records. The Federal law that addresses this issue is the Family Educational Rights and Privacy Act (FERPA),21 which applies to any school that receives Federal funding and which limits the disclosure of certain information about students that is contained in education records.22 Under FERPA, disclosure of information in education records to individuals or entities other than parents, students, and school officials is permissible only in specified situations.23 In many cases, unless the parents or an eligible student24 provides written consent, FERPA will limit a school's ability to turn over education records or to disclose information from them to the police. Such disclosure is permitted, however, if (1) it is required by a court order or subpoena, or (2) it is warranted by a health and safety emergency. In the first of these two cases, reasonable efforts must be made to notify the student's parents before the disclosure is made. FERPA also permits disclosure if a State law enacted before November 19, 1974, specifically requires disclosure to State and local officials. Schools should be aware, however, that because FERPA governs only the information in education records, it does not limit disclosure of other information. Thus, school employees are free to disclose any information of which they become aware through personal observation. For example, a teacher who witnesses a drug transaction may, when the police arrive, report what he or she witnessed. Similarly, evidence seized from a student during a search is not an education record and may be turned over to the police without constraint. State laws and school policies may impose additional, and sometimes more restrictive, requirements regarding the disclosure of information about students. Because this area of the law is complicated, it is especially important that an attorney be involved in formulating school policy under FERPA and applicable State laws. OTHER LEGAL ISSUES Lawsuits Against Schools or School Of Officials Disagreements between parents or students and school

officials about disciplinary measures usually can be resolved informally. Occasionally, however, a school's decisions and activities relating to disciplinary matters are the subject of lawsuits by parents or students against administrators, teachers, and school systems. For these reasons, it is advisable that school districts obtain adequate insurance coverage for themselves and for all school personnel for liability arising from disciplinary actions. Suits may be brought in Federal or State court; typically, they are based on a claim that a student's constitutional or statutory rights have been violated. Frequently, these suits will seek to revoke the school district's imposition of some disciplinary measure, for example, by ordering the reinstatement of a student who has been expelled or suspended. Suits may also attempt to recover money damages from the school district or the employee involved, or both; however, court awards of money damages are extremely rare. Moreover, although there can be no guarantee of a given result in any particular case, courts in recent years have tended to discourage such litigation, In general, disciplinary measures imposed reasonably and in accordance with established legal requirements will be upheld by the courts. As a rule, Federal judges will not substitute their interpretations of school rules or regulations for those of local school authorities or otherwise second-guess reasonable decisions by school officials.25 In addition, school officials are entitled to a qualified good-faith immunity from personal liability for damages for having violated a student's Federal constitutional or civil rights.26 When this immunity applies, it shields school officials from any personal liability for money damages. Thus, as a general matter, personal liability is very rare, because officials should not be held personally liable unless their actions are clearly unlawful, unreasonable, or arbitrary. When a court does award damages, the award may be "compensatory" or "punitive." Compensatory damages are awarded to compensate the student for injuries actually suffered as a result of the violation of his or her rights and cannot be based upon the abstract "value" or "importance" of the constitutional rights in question.27 The burden is on the student to prove that he or she suffered actual injury as a result of the deprivation. Thus, a student who is suspended, but not under the required procedures, will not be entitled to compensation if the student would have been suspended had a proper hearing been held. If the student cannot prove that the failure to hold a hearing itself caused him or her some compensable harm, then the student is entitled to no more than nominal damages, such as $1.00.28 "Punitive damages" are awarded to punish the perpetrator of the injury. Normally, punitive damages are awarded only when the conduct in question is malicious, unusually reckless, or otherwise reprehensible. Parents and students can also claim that actions by a school or school officials have violated State law. For example, it can be asserted that a teacher "assaulted" a student in violation of a State criminal law. The procedures and standards in actions involving such violations are determined by each State. Some States provide a qualified immunity from tort liability under standards similar to the "good faith" immunity in Federal civil rights actions. Other

States provide absolute immunity under their law for actions taken in the course of a school official's duties. Nondiscrimination in Enforcement of Discipline Federal law applicable to programs or activities receiving Federal financial assistance prohibits school officials who are administering discipline from discriminating against students on the basis of race, color, national origin, or sex. Schools should therefore administer their discipline policies evenhandedly, without regard to such considerations. Thus, as a general matter, students with similar disciplinary records who violate the same rule in the same way should be treated similarly. For example, if male and female students with no prior record of misbehavior are caught together smoking marijuana, it would not, in the absence of other relevant factors, be advisable for the school to suspend the male student for 10 days while imposing only an afternoon detention on the female student. Such divergent penalties for the same offense may be appropriate, however, if the student who received the harsher punishment had a history of misconduct or committed other infractions after this first confrontation with school authorities. School officials should also be aware of and adhere to the special rules and procedures for the disciplining of students with disabilities under the Individuals with Disabilities Education Act, 20 U.S.C. 1400-20 and Section 504 of the Rehabilitation Act of 1973, 29 U.S.C. 794. (For legal citations, see Reference Section p. 84.) RESOURCES Specific Drugs and Their Effects TOBACCO Effects The smoking of tobacco products is the chief avoidable cause of death in our society. Smokers are more likely than nonsmokers to contract heart disease--some 170,000 die each year from smoking-related coronary heart disease. Lung, larynx, esophageal, bladder, pancreatic, and kidney cancers also strike smokers at increased rates. Some 30 percent of cancer deaths (130,000 per year) are linked to smoking. Chronic obstructive lung diseases such as emphysema and chronic bronchitis are 10 times more likely to occur among smokers than among nonsmokers. Smoking during pregnancy also poses serious risks. Spontaneous abortion, preterm birth, low birth weights, and fetal and infant deaths are all more likely to occur when the pregnant woman/mother is a smoker. Cigarette smoke contains some 4,000 chemicals, several of which are known carcinogens. Other toxins and irritants found

in smoke can produce eye, nose, and throat irritations. Carbon monoxide, another component of cigarette smoke, combines with hemoglobin in the blood stream to form carboxyhemoglobin, a substance that interferes with the body's ability to obtain and use oxygen. Perhaps the most dangerous substance in tobacco smoke is nicotine. Although it is implicated in the onset of heart attacks and cancer, its most dangerous role is reinforcing and strengthening the desire to smoke. Because nicotine is highly addictive, addicts find it very difficult to stop smoking. Of 1,000 typical smokers, fewer than 20 percent succeed in stopping on the first try. Although the harmful effects of smoking cannot be questioned, people who quit can make significant strides in repairing damage done by smoking. For pack-a-day smokers, the increased risk of heart attack dissipates after 10 years. The likelihood of contracting lung cancer as a result of smoking can also be greatly reduced by quitting. ALCOHOL Effects Alcohol consumption causes a number of marked changes in behavior. Even low doses significantly impair the judgment and coordination required to drive a car safely, increasing the likelihood that the driver will be involved in an accident. Low to moderate doses of alcohol also increase the incidence of a variety of aggressive acts, including spouse and child abuse. Moderate to high doses of alcohol cause marked impairments in higher mental functions, severely altering a person's ability to learn and remember information. Very high doses cause respiratory depression and death. If combined with other depressants of the central nervous system, much lower doses of alcohol will produce the effects just described. Repeated use of alcohol can lead to dependence. Sudden cessation of alcohol intake is likely to produce withdrawal symptoms, including severe anxiety, tremors, hallucinations, and convulsions. Alcohol withdrawal can be life-threatening. Long-term consumption of large quantities of alcohol, particularly when combined with poor nutrition, can also lead to permanent damage to vital organs such as the brain and the liver. Mothers who drink alcohol during pregnancy may give birth to infants with fetal alcohol syndrome. These infants have irreversible physical abnormalities and mental retardation. In addition, research indicates that children of alcoholic parents are at greater risk than other youngsters of becoming alcoholics. CANNABIS Effects

All forms of cannabis have negative physical and mental effects. Several regularly observed physical effects of cannabis are a substantial increase in the heart rate, bloodshot eyes, a dry mouth and throat, and increased appetite. Use of cannabis may impair or reduce short-term memory and comprehension, alter sense of time, and reduce ability to perform tasks requiring concentration and coordination, such as driving a car. Research also shows that students do not retain knowledge when they are "high." Motivation and cognition may be altered, making the acquisition of new information difficult. Marijuana can also produce paranoia and psychosis. Because users often inhale the unfiltered smoke deeply and then hold it in their lungs as long as possible, marijuana is damaging to the lungs and pulmonary system. Marijuana smoke contains more cancer-causing agents than tobacco smoke. Long-term users of cannabis may develop psychological dependence and require more of the drug to get the same effect. The drug can become the center of their lives.

INHALANTS Effects The immediate negative effects of inhalants include nausea, sneezing, coughing, nosebleeds, fatigue, lack of coordination, and loss of appetite. Solvents and aerosol sprays also decrease the heart and respiratory rates and impair judgment. Amyl and butyl nitrite cause rapid pulse, headaches, and involuntary passing of urine and feces. Long-term use may result in hepatitis or brain damage. Deeply inhaling the vapors, or using large amounts over a short time, may result in disorientation, violent behavior, unconsciousness, or death. High concentrations of inhalants can cause suffocation by displacing the oxygen in the lungs or by depressing the central nervous system to the point that breathing stops. Long-term use can cause weight loss, fatigue, electrolyte imbalance, and muscle fatigue. Repeated sniffing of concentrated vapors over time can permanently damage the nervous system.

COCAINE Effects Cocaine stimulates the central nervous system. Its immediate effects include dilated pupils and elevated blood pressure, heart rate, respiratory rate, and body temperature. Occasional use can cause a stuffy or runny nose, while chronic

use can ulcerate the mucous membrane of the nose. Injecting cocaine with contaminated equipment can cause AIDS, hepatitis, and other diseases. Preparation of freebase, which involves the use of volatile solvents, can result in death or injury from fire or explosion. Cocaine can produce psychological and physical dependency, a feeling that the user cannot function without the drug. In addition, tolerance develops rapidly. Crack or freebase rock is extremely addictive, and its effects are felt within 10 seconds. The physical effects include dilated pupils, increased pulse rate, elevated blood pressure, insomnia, loss of appetite, tactile hallucinations, paranoia, and seizures. The use of cocaine can cause death by cardiac arrest or respiratory failure.

OTHER STIMULANTS Effects Stimulants can cause increased heart and respiratory rates, elevated blood pressure, dilated pupils, and decreased appetite. In addition, users may experience sweating, headache, blurred vision, dizziness, sleeplessness, and anxiety. Extremely high doses can cause a rapid or irregular heartbeat, tremors, loss of coordination, and even physical collapse. An amphetamine injection creates a sudden increase in blood pressure that can result in stroke, very high fever, or heart failure. In addition to the physical effects, users report feeling restless, anxious, and moody. Higher doses intensify the effects. Persons who use large amounts of amphetamines over a long period of time can develop an amphetamine psychosis that includes hallucinations, delusions, and paranoia. These symptoms usually disappear when drug use ceases.

DEPRESSANTS Effects The effects of depressants are in many ways similar to the effects of alcohol. Small amounts can produce calmness and relaxed muscles, but somewhat larger doses can cause slurred speech, staggering gait, and altered perception. Very large doses can cause respiratory depression, coma, and death. The combination of depressants and alcohol can multiply the effects of the drugs, thereby multiplying the risks. The use of depressants can cause both physical and psychological dependence. Regular use over time may result in a tolerance to the drug, leading the user to increase the quantity consumed. When regular users suddenly stop taking large doses, they may develop withdrawal symptoms ranging from

restlessness, insomnia, and anxiety to convulsions and death. Babies born to mothers who abuse depressants during pregnancy may be physically dependent on the drugs and show withdrawal symptoms shortly after they are born. Birth defects and behavioral problems also may result.

HALLUCINOGENS Effects Phencyclidine (PCP) interrupts the functions of the neocortex, the section of the brain that controls the intellect and keeps instincts in check. Because the drug blocks pain receptors, violent PCP episodes may result in self-inflicted injuries. The effects of PCP vary, but users frequently report a sense of distance and estrangement. Time and body movement are slowed down. Muscular coordination worsens and senses are dulled. Speech is blocked and incoherent. Chronic users of PCP report persistent memory problems and speech difficulties. Some of these effects may last 6 months to a year following prolonged daily use. Mood disorders--depression, anxiety, and violent behavior--also occur. In later stages of chronic use, users often exhibit paranoid and violent behavior and experience hallucinations. Large doses may produce convulsions and coma, as well as heart and lung failure. Lysergic acid {LSD), mescaline, and psilocybin cause illusions and hallucinations. The physical effects may include dilated pupils, elevated body temperature, increased heart rate and blood pressure, loss of appetite, sleeplessness, and tremors. Sensations and feelings may change rapidly. It is common to have a bad psychological reaction to LSD, mescaline, and psilocybin. The user may experience panic, confusion, suspicion, anxiety, and loss of control. Delayed effects, or flashbacks, can occur even after use has ceased.

NARCOTICS Effects Narcotics initially produce a feeling of euphoria that often is followed by drowsiness, nausea, and vomiting. Users also may experience constricted pupils, watery eyes, and itching. An overdose may produce slow and shallow breathing, clammy skin, convulsions, coma, and possible death. Tolerance to narcotics develops rapidly and dependence is likely. The use of contaminated syringes may result in disease such as AIDS, endocarditis, and hepatitis. Addiction in

pregnant women can lead to premature, stillborn, or addicted infants who experience severe withdrawal symptoms.

DESIGNER DRUGS Effects Illegal drugs are defined in terms of their chemical formulas. To circumvent these legal restrictions, underground chemists modify the molecular structure of certain illegal drugs to produce analogs known as designer drugs. These drugs can be several hundred times stronger than the drugs they are designed to imitate. Many of the so-called designer drugs are related to amphetamines and have mild stimulant properties but are mostly euphoriants. They can produce severe neurochemical damage to the brain. The narcotic analogs can cause symptoms such as those seen in Parkinson's disease: uncontrollable tremors, drooling, impaired speech, paralysis, and irreversible brain damage. Analogs of amphetamines and methamphetamines cause nausea, blurred vision, chills or sweating, and faintness. Psychological effects include anxiety, depression, and paranoia. As little as one dose can cause brain damage. The analogs of phencyclidine cause illusions, hallucinations, and impaired perception.

ANABOLIC STEROIDS Anabolic steroids are a group of powerful compounds closely related to the male sex hormone testosterone. Developed in the 1930s, steroids are seldom prescribed by physicians today. Current legitimate medical uses are limited to certain kinds of anemia, severe burns, and some types of breast cancer. Taken in combination with a program of muscle-building exercise and diet, steroids may contribute to increases in body weight and muscular strength. Because of these properties, athletes in a variety of sports have used steroids since the 1950s, hoping to enhance performance. Today, they are being joined by increasing numbers of young people seeking to accelerate their physical development. Steroid users subject themselves to more than 70 side effects ranging in severity from liver cancer to acne and including psychological as well as physical reactions. The liver and the cardiovascular and reproductive systems are most seriously affected by steroid use. In males, use can cause withered testicles, sterility, and impotence. In females, irreversible masculine traits can develop along with breast reduction and sterility. Psychological effects in both sexes include very aggressive behavior known as "roid rage" and depression. While some side effects appear quickly, others, such as heart attacks and strokes, may not show up for years.

Signs of steroid use include quick weight and muscle gains (if steroids are being used in conjunction with a weight training program); behavioral changes, particularly increased aggressiveness and combativeness; jaundice; purple or red spots on the body; swelling of feet or lower legs; trembling; unexplained darkening of the skin; persistent unpleasant breath odor, and severe acne. Steroids are produced in tablet or capsule form for oral ingestion, or as a liquid for intramuscular injection. Sources of Information The Department of Education does not endorse private or commercial products or services, or products or services not affiliated with the Federal Government. The sources of information listed on this and the following pages are intended only as a partial listing of the resources that are available to readers of this booklet. Readers are encouraged to research and inform themselves of the products or services, relating to drug and alcohol abuse, that are available to them. Readers are encouraged to visit their public libraries to find out more about the dangers of drug and alcohol abuse, or to call local, State, or national hotlines for further information, advice, or assistance. TOLL-FREE INFORMATION 1-800-COCAINE--COCAINE HELPLINE A round-the-clock information and referral service. Recovering cocaine addict counselors answer the phones, offer guidance, and refer drug users and parents to local public and private treatment centers and family learning centers. 1-800-NCA-CALL--NATIONAL COUNCIL ON ALCOHOLISM INFORMATION LINE The National Council on Alcoholism, Inc., is the national nonprofit organization combating alcoholism, other drug addictions, and related problems. Provides information about NCA's State and local affiliates' activities in their areas. Also provides referral services to families and individuals seeking help with an alcohol or other drug problem. 1-800-662-HELP--NIDA HOTLINE NIDA Hotline, operated by the National Institute on Drug Abuse, is a confidential information and referral line that directs callers to cocaine abuse treatment centers in the local community. Free materials on drug use also are distributed in response to inquiries.

GENERAL READINGS Publications listed below are free unless otherwise noted. Adolescent Drug Abuse: Analyses of Treatment Research, by Elizabeth R. Rahdert and John Grabowski, 1988. This 139-page book assesses the adolescent drug user and offers theories, techniques, and findings about treatment and prevention. It also discusses family-based approaches. National Clearinghouse for Alcohol and Drug Information, P.O. Box 2345, Rockville, MD 20852. Adolescent Peer Pressure Theory, Correlates, and Program Implications for Drug Abuse Prevention, 1988, U.S. Department of Health and Human Services. This 115-page book focuses on constructive ways of channeling peer pressure. This volume was developed to help parents and professionals understand the pressures associated with adolescence, the factors associated with drug use, and other forms of problem behavior. Different peer program approaches, ways in which peer programs can be implemented, and research suggestions are included. National Clearinghouse for Alcohol and Drug Information, P.O. Box 2345, Rockville, MD 20852. Building Drug-Free Schools, by Richard A. Hawley, Robert C. Peterson, and Margaret C. Mason, 1986. This four-part drug prevention kit for grades K-12 provides school staff, parents, and community groups with suggestions for developing a workable school drug policy, K-12 curriculum, and community support. The kit consists of three written guides ($50) and a film ($275). American Council for Drug Education, 204 Monroe Street, Suite 110, Rockville, MD 20852. Telephone (301) 294-0600. The Challenge newsletter highlights successful school-based programs, provides suggestions on effective prevention techniques and the latest research on drugs and their effects. Published quarterly by the U.S. Department of Education and available from the National Clearinghouse for Alcohol and Drug Information, P.O. Box 2345, Rockville, MD 20852. Courtwatch Manual. A 111-page manual explaining the court system, the criminal justice process, Courtwatch activities, and what can be done before and after a criminal is sentenced. Washington Legal Foundation, 1705 N Street, NW, Washington, DC 20036. Enclose $5 for postage and handling. Telephone (202) 857-0240. Drug Prevention Curricula: A Guide to Selection and Implementation, by the U.S. Department of Education, 1988. Written with the help of a distinguished advisory panel, this 76-page handbook represents the best current thinking about drug prevention education. It shows what to look for when adopting or adapting ready-made curricula, and suggests important lessons that ought to be part of any prevention education sequence. National Clearinghouse for Alcohol and Drug Information, P.O. Box 2345, Rockville, MD 20852. Getting Tough on Gateway Drugs, by Robert DuPont, Jr., 1985. This 330-page book describes the drug problem, the drug-dependence syndrome, the gateway drugs, and some ways that families can prevent and treat drug problems. American Psychiatric Press, Inc., 1400 K Street, NW, Suite 1101,

Washington, DC 20005, paperback, $9.95. Telephone 1-800-368-5777 and in the DC area (202) 682-6269. Gone Way Down: Teenage Drug-Use Is a Disease, by Miller Newton, 1981, revised 1987. This 72-page book describes the stages of adolescent drug use. American Studies Press, paperback, $3.95. Telephone (813) 961-7200. Kids and Drugs: A Handbook for Parents and Professionals, by Joyce Tobias, 1986, reprinted 1987. A 96-page handbook about adolescent drug and alcohol use, the effects of drugs and the drug culture, stages of chemical use, the formation of parent groups, and available resources. PANDAA Press, 4111 Watkins Trail, Annandale, VA 22003. Telephone (703) 750-9285, paperback, $4.95 (volume discounts). National Trends in Drug Use and Related Factors Among American High School Students, 1975-1986, by Jerald G. Bachman, Lloyd D. Johnston, and Patrick M. O'Malley, 1987. This 265-page book reports on trends in drug use and attitudes of high school seniors, based on an annual survey conducted since 1975. National Clearinghouse for Alcohol and Drug Information, P.O. Box 2345, Rockville, MD 20852. Parents, Peers and Pot II: Parents in Action, by Marsha Manatt, 1983, reprinted 1988. This 160-page book describes the formation of parent groups in rural, suburban, and urban communities. National Clearinghouse for Alcohol and Drug Information, P.O. Box 2345, Rockville, MD 20852. Peer Pressure Reversal, by Sharon Scott, 1985, reprinted 1988. A 183-page guidebook for parents, teachers, and concerned citizens to enable them to teach peer pressure reversal skills to children. Human Resource Development Press, 22 Amherst Road, Amherst, MA 01002. Telephone (413) 253-3488, paperback, $9.95. Pot Safari, by Peggy Mann, 1982, reprinted 1987. A 134-page book for parents and teenagers. Distinguished research scientists are interviewed on the subject of marijuana. Woodmere Press, Cathedral Finance Station, P.O. Box 20190, New York, NY 10125. Telephone (212) 678-7839. Paperback, $6.95 plus shipping (volume discounts). Strategies for Controlling Adolescent Drug Use, by Michael J. Polich et al., 1984. This 196-page book reviews the scientific literature on the nature of drug use and the effectiveness of drug law enforcement, treatment, and prevention programs. The Rand Corporation, 1700 Main Street, P.O. Box 2138, Santa Monica, CA 90406-2138, R-3076-CHF. Telephone (213) 393-0411, paperback $15.00. Team Up for Drug Prevention With America's Young Athletes. A free booklet for coaches that includes information about alcohol and other drugs, reasons why athletes use drugs, suggested activities for coaches, a prevention program, a survey for athletes and coaches, and sample letters to parents. Drug Enforcement Administration, Demand Reduction Section, 1405 I Street, NW, Washington, DC 20537. Telephone (202) 786-4096. The Fact Is...You Can Prevent Alcohol and Other Drug Problems Among Elementary School Children, 1988. This 17-page booklet includes audiovisuals, program descriptions, and professional and organizational resources to assist educators and parents of

young children. National Clearinghouse for Alcohol and Drug Information, P.O. Box 2345, Rockville, MD 20852. VIDEOTAPES The following drug prevention videos were developed by the U.S. Department of Education. They are available for loan through the Department's Regional Centers listed on pages 78 and 79 and the National Clearinghouse for Alcohol and Drug Information, P.O. Box 2345, Rockville, MD 20852; (301) 468-2600. Elementary School The Drug Avengers. Ten 5-minute animated adventures that urge caution about ingesting unfamiliar substances; encourage students to trust their instincts when they think something is wrong; and show that drugs make things worse, not better. Fast Forward Future. A magical device allows youngsters to peer into the future and see on a TV screen what will happen if they use drugs and what will happen if they remain drug free. Straight Up. A fantasy adventure that features information on the effects of drugs, developing refusal skills, building self-esteem, and resisting peer pressure. Junior High Straight at Ya. Tips on peer pressure, saying no, and building self-esteem. Lookin' Good. A two-part series based on actual incidents that convey the dangers of drug use and promote the use of peer support groups. Straight Talk. Teens discuss why they won't use drugs and ways to avoid drugs. High School Hard Facts About Alcohol, Marijuana, and Crack. Offers factual information about the dangers of drug use in a series of dramatic vignettes. Speak Up, Speak Out: Learning to Say No to Drugs. Gives students specific techniques they can use to resist peer pressure and say no to drug use. Dare to Be Different. Uses the friendship of two athletes in their last year of high school to illustrate the importance of goals and values in resisting pressures to use drugs. Downfall: Sports and Drugs. Shows how drugs affect athletic performance and examines the consequences of drug use,

including steroid use, on every aspect of an athlete's life--career, family, friends, sense of accomplishment, and self-esteem. Private Victories. Illustrates the effects of drug and alcohol use on students and the value of positive peer influences in resisting peer pressure to use drugs. SOURCES OF FREE CATALOGS OF PUBLICATIONS Hazelden Educational Materials. A source for pamphlets and books on drug use and alcoholism and curriculum materials for drug prevention. Telephone 1-800-328-9000. In Minnesota, call (612) 257-4010 or 1-800-257-0070. National Council on Alcoholism. A source for pamphlets, booklets, and fact sheets on alcoholism and drug use. Telephone (212) 206-6770. Johnson Institute. A source for audiocassettes, films, videocassettes, pamphlets, and books on alcoholism and drug use. Offers books and pamphlets on prevention and intervention for children, teens, parents, and teachers. Telephone toll-free 1-800-231-5165. In Minnesota, 1-800-247-0484 and in Minneapolis/St. Paul area, 944-0511. National Association for Children of Alcoholics. A source for books, pamphlets, and handbooks for children of alcoholics. Conducts regional workshops and provides a directory of local members and meetings. Telephone (714) 499-3889. SCHOOL AND COMMUNITY RESOURCES ACTION Drug Prevention Program. ACTION, the Federal volunteer agency, works at the local, State, and national levels to encourage and help fund the growth of youth, parents, and senior citizen groups and networks committed to helping youth remain drug free. 806 Connecticut Avenue, NW, Suite M-606, Washington, DC 20525. Telephone (202) 634-9757. American Council for Drug Education (ACDE). ACDE organizes conferences; develops media campaigns; reviews scientific findings; publishes books, a quarterly newsletter, and education kits for physicians, schools, and libraries; and produces films. 204 Monroe Street, Suite 110, Rockville, MD 20852. Telephone (301) 294-0600. Committees of Correspondence. This organization provides a newsletter and bulletins on issues, ideas, and contacts. Publishes a resource list and pamphlets. Membership is $15.00. 57 Conant Street, Room 113, Danvers, MA 09123. Telephone (508) 774-2641. Drug-Free Schools and Communities--Regional Centers Program, U.S. Department of Education. This program is designed to help local school districts, State education agencies, and institutions of higher education to develop alcohol and drug education and prevention programs. Five regional centers provide training and technical assistance. For further

information on center services, contact the center in your region: Northeast Regional Center for Connecticut, Delaware, Maine, Drug-Free Schools and Maryland, Massachusetts, Communities New Hampshire, New Jersey, 12 Overton Ave. New York, Ohio, Pennsylvania Sayville, NY 11782-0403 Rhode Island, Vermont (516) 589-7022 Southeast Regional Center for Alabama, Drug-Free Schools and District of Columbia, Florida, Communities Georgia, Kentucky, Spencerian Office Plaza North Carolina, Puerto Rico, University of Louisville South Carolina, Tennessee, Louisville, KY 40292 Virginia, Virgin Islands, (502) 588-0052 West Virginia FAX: (502) 588-1782 Midwest Regional Center for Indiana, Illinois, Drug-Free Schools and Iowa, Michigan, Communities Minnesota, 1900 Spring Road Missouri, Nebraska, Oak Brook, IL 60521 North Dakota, (708) 571-4710 South Dakota, FAX: (708) 571-4718 Wisconsin Southwest Regional Center Arizona, Arkansas, for Drug-Free Schools and Colorado, Kansas, Communities Louisiana, Mississippi, 555 Constitution Ave. New Mexico, Oklahoma, Norman, OK 73037-0005 Texas, Utah (405) 325-1454 (800) 234-7972 (outside Oklahoma) Western Regional Center Alaska, California, Hawaii, for Drug-Free Schools and Idaho, Montana, Nevada, Communities Oregon, Washington, Wyoming, 101 S.W. Main St., Suite 500 American Samoa, Guam, Portland, OR 97204 Northern Mariana Islands, (503) 275-9480 and Republic of Palau (800) 547-6339 (outside Oregon) For general program information, contact the U.S. Department of Education, Drug-Free Schools Staff, 400 Maryland Avenue, SW, Washington, DC 20202-6151. Telephone (202) 732-4599. Drug-Free Schools and Communities--State and Local Programs, U.S. Department of Education. This program provides each State educational agency and Governor's office with funds for alcohol and drug education and prevention programs in local schools and communities. For information on contact persons in your State, contact the U.S. Department of Education, Drug-Free Schools Staff, 400 Maryland Avenue, SW, Washington, DC 20202-6151. Telephone (202) 732-4599. Families in Action. This organization maintains a drug information center with more than 200,000 documents. Publishes Drug Abuse Update, a quarterly journal containing abstracts of articles published in medical and academic journals and newspapers. $25 for four issues. 2296 Henderson Mill Road, Suite 204, Atlanta, GA 30345. Telephone (404) 934-6364.

"Just Say No" Clubs. These nationwide clubs provide support and positive peer reinforcement to youngsters through workshops, seminars, newsletters, walk-a-thons, and a variety of other activities. Clubs are organized by schools, communities, and parent groups. Just Say No Foundation, 1777 N. California Boulevard, Suite 200, Walnut Creek, CA 94596. Telephone 1-800-258-2766 or (415) 939-6666. Narcotics Education, Inc. This organization publishes pamphlets, books, teaching aids, posters, audiovisual aids, and prevention magazines designed for classroom use: WINNER for Preteens and LISTEN for teens. 6830 Laurel Street, NW, Washington, DC 20012. Telephone 1-800-548-8700, or in the Washington, DC area, call (202) 722-6740. Parents' Resource Institute for Drug Education, Inc. (PRIDE). This national resource and information center offers consultant services to parent groups, school personnel, and youth groups, and provides a drug-use survey service. It conducts an annual conference; publishes a newsletter, a youth group handbook, and other publications; and sells and rents books, films, videos, and slide programs. Membership is $20. The Hurt Building, 50 Hurt Plaza, Suite 210, Atlanta, GA 30303. Telephone (404) 577-4500, 1-800-241-9746. TARGET. Conducted by the National Federation of State High School Associations, an organization of interscholastic activities associations, TARGET offers workshops, training seminars, and an information bank on chemical use and prevention. It has a computerized referral service to substance abuse literature and prevention programs. National Federation of State High School Associations, 11724 Plaza Circle, P.O. Box 20626, Kansas City, MO 64195. Telephone (816) 464-5400. Toughlove. This national self-help group for parents, children, and communities emphasizes cooperation, personal initiative, avoidance of blame, and action. It publishes a newsletter, brochures, and books and holds workshops. P.O. Box 1069, Doylestown, PA 18901. Telephone 1-800-333-1069 or (215) 348-7090. U.S. Clearinghouse. (A publication list is available on request, along with placement on a mailing list for new publications. Single copies are free.) National Clearinghouse for Alcohol and Drug Information (NCADI) P.O. Box 2345 Rockville, MD 20852 (301) 468-2600 1-800-SAY-NOTO NCADI combines the clearinghouse activities previously administered by the National Institute on Alcoholism and Alcohol Abuse and the National Institute on Drug Abuse. The Department of Education contributes to the support of the clearinghouse, and provides anti-drug materials for free distribution. READINGS ON LEGAL ISSUES

Alexander, Kern, American Public School Law, 3d ed. St. Paul, MN: West Publishing Company, 1992. Rapp. J.A., Education Law, New York, NY: Matthew Bender and Company, Inc., 1991. A comprehensive, frequently updated, four-volume, looseleaf treatise on all issues of education law. The Journal of Law and Education includes articles on education issues and a section on recent developments in the law. It is published quarterly by Jefferson Law Book Company, 2035 Redding Rd., Cincinnati, OH 45202-1416. Reutter, E. Edmund, The Law of Public Education, 3d ed. Mineola, NY: Foundation Press, 1985. School Law Bulletin is a quarterly magazine published by the Institute of Government, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599-3330. School Law News is a newsletter that describes recent developments in the field. Capitol Publications, Inc., P.O. Box 1453, Alexandria, VA 22313-2053, Telephone (800) 327-7203. The Schools and the Courts contains briefs of selected court cases involving elementary and secondary schools. It is published quarterly by College Administration Publications, 830-D Fairview Rd., P.O. Box 15898, Asheville, NC 28813-0898. West's Education Law Reporter reprints the full text of Federal and State education law cases. Also included are education articles and comments selected from legal periodicals. West Publishing Company, 610 Opperman Drive, P.O. Box 64526, St. Paul, MN 55164-0526. OTHER SOURCES OF MATERIALS ON LEGAL ISSUES Council of School Attorneys, National School Boards Association (NSBA), provides a national forum on the practical legal problems faced by local public school districts and the attorneys who serve them. NSBA conducts programs and seminars and publishes monographs on a wide range of legal issues affecting public school districts. 1680 Duke Street, Alexandria, VA 22314, Telephone (703) 838-NSBA. National Organization on Legal Problems of Education (NOLPE) is a nonprofit, nonadvocacy organization that disseminates information about current issues in school law. NOLPE publishes newsletters, serials, books, and monographs on a variety of school law topics; hosts seminars; and serves as a clearinghouse for information on education law. 3601 SW 29th Street, Suite 223, Topeka, KS 66614. Telephone (913) 273-3550. REFERENCES Children and Drugs Friedman, Alfred. "Does Drug and Alcohol Use Lead to Failure to

Graduate from High School?" Journal of Drug Education, Vol. 15(4), 1985. Johnston, Lloyd D., Jerald G. Bachman, and Patrick M. O'Malley. Monitoring the Future: Questionnaire Responses from the Nation's High School Seniors. Ann Arbor, MI: University of Michigan, Institute for Social Research, 1987 (and unpublished information). Tobias, Joyce M. Kids and Drugs: A Handbook for Parents and Professionals. Annandale, VA: PANDAA Press, 1986. Youth and Alcohol Alcohol Consumption and Related Problems. NIAAA, Alcohol and Health Monograph 1, 1982. Johnston, Lloyd D., Patrick M. O'Malley, and Jerald G. Bachman. National Trends in Drug Use and Related Factors Among American High School Students and Young Adults. NIDA, Department of Health and Human Services, (ADM-87-1535), U.S. Government Printing Office, 1987 Alcohol Topics: Fact Sheet, Alcohol and Youth. January 1987, Rockville, MD. "Blood Alcohol Concentrations Among Young Drivers, 1983." Morbidity and Mortality Weekly Report 33:699-701, 1984. National Clearinghouse for Alcohol and Drug Information. Alcohol and Health VI. National Institute on Alcohol Abuse and Alcoholism, Sixth Special Report to the U.S Congress on Alcohol and Health, (ADM 87-1519) Rockville, MD. Health, United States, 1980. National Center for Health Statistics, (PHS 81-1232), December 1980. "A Study of Children's Attitudes and Perceptions about Drugs and Alcohol." Weekly Reader Publications. Middletown, CT. April 25, 1983. National Clearinghouse for Alcohol and Drug Information: "Fact Sheet: Selected Statistics on Alcohol and alcoholism," June 1987. Rockville, MD. DuPont, R.L. "Substance Abuse." Journal of the American Medical Association, 254:16, October 25, 1985. Kandel, D.B. "Epidemiological and Psychosocial Perspectives on Adolescent Drug Use." Journal of the American Academy of Child Psychology, 21(4):328-347, 1982. Braucht, G.N. "Psychosocial Research on Teenage Drinking: Past and Future," in Scarpitti, F.R. & S.K. Datesman, eds. Drugs and the Youth Culture. Beverly Hills, CA: Sage Publications, Inc., 1980. Jenson, R. "Adolescent Problem Drinking: Psychosocial Aspects & Developmental Outcomes in Proceedings." Collaborating Center Designation Meeting & Alcohol Research Seminar, L.H. Towle, ed. 1985. (ADM 85-1730), Rockville, MD.

Extent of Alcohol and Other Drug Use Johnston, Lloyd D., Jerald G. Bachman, and Patrick M. O'Malley. Monitoring the Future: Questionnaire Responses from the Nation's High School Seniors. Ann Arbor, MI: University of Michigan, Institute for Social Research, 1991 (and unpublished information). Johnston, Lloyd D., Patrick M. O'Malley, and Jerald G. Bachman. Drug Use Among American High School Students, College Students, and Other Young Adults: National Trends Through 1990. Rockville, MD: National Institute on Drug Abuse, 1990 (and unpublished information). Miller, Judith D., Ira H. Cisin, and Herbert I. Abelson. National Survey on Drug Abuse: Main Findings, 1982. Rockville, MD: National Institute on Drug Abuse, 1983 (ADM 83-1263). Delinquency in the United States, 1982. Pittsburgh, PA: National Council of Juvenile and Family Court Judges, 1985. Drug Problems in Japan. National Police Agency of Japan, 1985. "Youth and Alcohol: A National Survey." U.S. Department of Health and Human Services, Office of the Inspector General, 1991. O'Malley, Patrick M., Jerald G. Bachman, and Lloyd D. Johnston. "Student Drug Use in America: Differences Among High Schools." Ann Arbor, MI: University of Michigan, Institute for Social Research, unpublished preliminary draft. Japan Statistics Yearbook, 1985. Tokyo: Statistics Bureau, Management and Coordination Agency, 1985. Washton, Arnold M. and Mark S. Gold. "Recent Trends in Cocaine Abuse: A View from the National Hotline, 800-COCAINE ;" in Advances in Alcohol and Substance Abuse, 1987. How Drug Use Develops Bolton, Iris M. "Educated Suicide Prevention." School Safety. Spring 1986. DuPont, Robert L. Getting Tough on Gateway Drugs. Washington, DC: American Psychiatric Press, 1984. Gold, Mark S., Linda Semlitz, Charles A. Dackis, and Irl Extein. "The Adolescent Cocaine Epidemic." Seminars in Adolescent Medicine, Vol. 1(4). New York, NY: Thieme, Inc., December 1985. Holzman, David. "Crack Shatters the Cocaine Myth," and "Hot Line Taking 1,200 Calls A Day." Insight. June 23, 1986. Jaffe, Jerome H. "Testimony before Subcommittee on Children, Family, Drugs, and Alcoholism," February 20, 1986. Washington, DC: U.S. Government Printing Office, 1986.

Mann, Peggy. Marijuana Alert. New York, NY: McGraw-Hill, 1985. Mills, Carol J. and Harvey L. Noyes. "Patterns and Correlates of Initial and Subsequent Drug Use Among Adolescents." Journal of Consulting and Clinical Psychology, 52(2), 1984. Morganthau, Tom, Mark Miller, Janet Huck, and Jeanne DeQuinne. "Kids and Cocaine." Newsweek, March 17, 1986. Cocaine Addiction: It Costs Too Much. Rockville, MD: National Institute on Drug Abuse, 1985. Tobias, Joyce M. Kids and Drugs. Annandale, VA: PANDAA Press, 1986. Weekly Reader Publications. The Weekly Reader National Survey: Drugs and Drinking. Middletown, CT: Field Publications, 1987. Effects of Drug Use Deadwyler, Sam A. "Correlating Behavior with Neural Activity: An Approach to Study the Action of Drugs in the Behaving Animal. "Neuroscience Methods in Drug Abuse Research. Rockville, MD: National Institute on Drug Abuse, 1985. Mann, Peggy. Marijuana Alert. New York, NY: McGraw-Hill, 1985. Tobias, Joyce M. Kids and Drugs. Annandale, VA: PANDAA Press, 1986. Drug Use and Learning Friedman, Alfred. "Does Drug and Alcohol Use Lead to Failure to Graduate from High School?" Journal of Drug Education, Vol. 15(4), 1985. Johnston, Lloyd D. Jerald G. Bachman, and Patrick M. O'Malley. Monitoring the Future: Questionnaire Responses from the Nation's High School Seniors. Ann Arbor, MI: University of Michigan, Institute for Social Research, 1987 (and unpublished information). Niven, Robert G. "Marijuana in the School: Clinical Observation and Needs." Marijuana and Youth. Rockville, MD: National Institute on Drug Abuse, 1982. Washton, Arnold M. and Mark S. Gold. "Recent Trends in Cocaine Abuse: A View from the National Hotline, '800-COCAINE'," in Advances in Alcohol and Substance Abuse, 1987. What Parents Can Do American Association of School Administrators and the Quest National Center. Positive Prevention: Successful Approaches to Preventing Youthful Drug and Alcohol Use. Arlington VA: American Association of School Administrators, 1985.

Fraser, M. W., and J. D. Hawkins. Parent Training for Delinquency Prevention: A Review. Seattle, WA: Center for Law and Justice, University of Washington, 1982. Manatt, Marsha. Parents, Peers, and Pot II. Rockville, MD: National Institute on Drug Abuse, 1983. Mann, Peggy. Marijuana Alert. New York. NY: McGraw-Hill, 1985. National Institute on Drug Abuse. Drugs and the Family. Rockville, MD: National Institute on Drug Abuse, 1981, (ADM 83-1151). National Institute on Drug Abuse, Parents: What You Can De About Drug Abuse--Get Involved. Rockville, MD: National Institute on Drug Abuse, 1983 (ADM 84-1267). Tobias, Joyce M. Kids and Drugs. Annandale, VA: Panda Press, 1986. What Schools Can Do Adams, Tom, with Bernard R. McColgan, Steven E. Gardner, and Maureen E. Sullivan. Drug Abuse Prevention and the Schools. Rockville, MD: National Institute on Drug Abuse, June 1984 (unpublished paper). Assisting Athletes with Alcohol and Other Drug Problems. Rockland, ME: State of Maine, March 1986. Hampshire Informed Parents, Inc. "Evaluation of Drug Literature." Amherst, MA: Hampshire Informed Parents, Inc. Hawley, R. A A School Answers Back: Responding to Student Drug Use. Rockville, MD: American Council for Drug Education, 1984. Kennedy, Dorothy. "A Teacher Help Me Stop Drug Abuse." The Executive Educator. October 1980, p. 23. National Institute on Alcohol Abuse and Alcoholism. Prevention Plus: Involving Schools, Parents, and the Community in Alcohol and Drug Education. Washington, DC: U.S. Government Printing Office, 1983 (ADM 83-1256). National Institute on Drug Abuse. Handbook for Prevention Evaluation. Rockville, MD: National Institute on Drug Abuse, 1981. National School Boards Association. Resolutions of the NSBA. Alexandria, VA: National School Boards Association, April 1986. Pyramid Project. School Drug Policy. Berkeley, CA: Pacific Institute for Research and Evaluation, July 1986. The Rand Corporation. Teens in Action: Creating a Drug-Free Future for America's Youth. Rockville, MD: National Institute on Drug Abuse, 1985 (ADM 85-1376). Rubel, Robert J. A Comprehensive Approach to Drug Prevention. Austin, TX: National Alliance for Safe Schools, 1984.

South Dakota High School Activities Association. Chemical Health-School Athletics and Fine Arts Activities. Pierre, SD: South Dakota High School Athletics Association, 1968. Strong, Gerald. "It's Time to Get Tough on Alcohol and Drug Abuse in Schools," The American School Board Journal. February 1983. U.S. Department of Justice. For Coaches Only: How to Start a Drug Prevention Program. Washington, DC: U.S. Department of Justice, Drug Enforcement Administration, 1984. U.S. Department of Justice. Team Up for Prevention. Washington, DC: U.S. Department of Justice, Drug Enforcement Administration, 1984. What Communities Can Do Blizard, R.A. and R.W. Teague. "Alternatives to Drug Use: An Alternative Approach to Drug Education." The International Journal of the Addictions, 1981, pp. 371-375. Final Evaluation Report, 1984-85 Project DARE (Drug Abuse Resistance Educational). Los Angeles, CA: Evaluation and Training Institute, August 1985. Manatt, Marsha. Parents, Peers, and Pot II. Rockville, MD: National Institute on Drug Abuse, 1983. National Institute on Drug Abuse. Preventing Adolescent Drug Abuse: Intervention Strategies. Rockville, MD: National Institute on Drug Abuse, 1983. Teaching About Drug Prevention Bausen, William B. and C. Kevin Molotte. Well and Good. Hollywood, CA: Health Promotion Associates, 1984. Ellickson, Phyllis L. and Gall Zellman. Adapting the Social Influence Model to Drug Prevention: The Project Alert Curriculum. Paper presented at annual meeting of the American Public Health Association, Washington, DC: November 1985. Project SMART. Los Angeles, CA: Health Behavior Research Institute. University of Southern California, 1982. Adolescent Peer Pressure. Rockville, MD: National Institute on Drug Abuse, 1981 (ADM 84-1152). Teaching Tools for Primary Prevention. Rockville, MD: National Institute on Drug Abuse, December 1982 (unpublished paper). New Hampshire State Department of Education. K-12 Guidelines for School Preventive Drug Education. Concord, NH: State of New Hampshire, 1979. How the Law Can Help

1 Bethel School District v. Fraser, 418 U.S. 615,682 (1986). 2 New Jersey v. T.L.O., 469 U.S. 325, 339 (1985). 3 2 J. Rapp, Education Law, 5 9.06[2] at 9-132 (1991). 4 See 21 U.S.C. 5 860. 5 See 21 U.S.C. 5 859. 6 See e.g., Zamora v. Pomeroy, 639 F.2d 662 (10th Cir. 1981) (locker search conducted after trained police dog indicated presence of marijuana inside). 7 See e.g., Horton v. Goose Creek Independent School District, 690 F.2d 470, 476-77 (5th Cir. 1982) (en banc) (citing cases and so holding), cert. denied, 463 U.S. 1207 (1983). 8 New Jersey v. T.L.O., 469 U.S. at 343. 9 Id. at 340. 10 Id. at 345-48. 11 Bahr v. Jenkins, 539 F. Supp. 483,488 (E.D. Ky. 1982). 12 Martens v. District No. 220, 620 F. Supp. 29 (N.D. Ill. 1985). 13 See Horton v. Goose Creek Independent School District, 690 F.2d at 477 (1982); Jones v. Latexo Independent School, 499 F. Supp. 223 (E.D. Tex. 1980). 14 See Doe v. Renfrow, 475 F. Supp. 1012 (N.D. Ind. 1979), aff'd in relevant part, 631 F.2d 91 (7th Cir.), cert. denied, 451 U.S. 1022 (1981). 15 Horton v. Goose Creek Independent School District, 690 F.2d at 477. 16 Compare Odenheim v. Carlstadt-East Rutherford Regional School District, 211 N.J. Super. 54, 10 A.2d 709 (1985) and Anable v. Ford, 653 F. Supp. 22 (W.D. Ark.), modified, 663 F. Supp. 149 (W.D. Ark. 1985) (urinalysis not permitted to screen public school students for drugs) with Schaill v. Tijpecanoe, 679 F. Supp. 833 (N.D. Ind. 1988) (upheld drug testing of interscholastic athletes in the public school system), aft'd, 864 F.2d 1309 (7th Cir. 1988). 17 Bethel School District v. Fraser, 478 U.S. at 686. 18 Goss v. Lopez, 419 U.S. 565 (1975). 19 One of the leading cases is Dixon v. Alabama State Board of Education, 294 F.2d 150 (5th Cir.), cert. denied. 368 U.S. 930 (1961). 20 See Individuals with Disabilities Education Act, 20 U.S.C. 55 1400-20, and Section 504 of the Rehabilitation Act of 1973, 29 U.S.C. 5 794. 21 See generally 20 U.S.C. 5 1232g and 34 C.F.R. Part 99. 22 The term education records is defined as records that are directly related to a student and maintained by or for the education agency or institution. The term does not include certain records maintained by a separate law enforcement unit of an education agency. 23 FERPA permits a school to disclose information from education records to its own officials (including teachers) who have a legitimate educational interest in the information. A school may determine in its FERPA policy that one such interest is the need to decide on the appropriateness of discipline. 24 An eligible student is a student who is 18 or older or attending an institution of postsecondary education. 25 See Board of Education v. McCluskey, 458 U.S. 966, 970-71 (1982) (per curiam); see also Tarter v. Raybuck, 742 F.2d 977, 983 (6th Cir. 1984), cert. denied, 470 U.S. 1051 (1985). 26 See Harlow v. Fitzgerald, 457 U.S. 800 (1982); Wood v.

Strickland, 420 U.S. 308 (1975). Under these cases, officials will be immune from personal liability so long as their conduct does not violate clearly established constitutional or Federal statutory rights of which a reasonable person should have known. 27 Memphis Community School District v. Stachura, 477 U.S. 299 (1986). 28 Carey v. Piphus, 435 U.S. 247 (1978). Specific Drugs and Their Effects Drug Enforcement Administration. Drugs of Abuse. Washington, DC, 1985. Mann, Peggy. Pot Safari: A Visit to the Top Marijuana Research in the U.S. New York, NY: Woodmere Press, 1985. National Institute on Drug Abuse. Cocaine Use in America: Epidemiologic and Clinical Perspectives. National Institute on Drug Abuse, 1985, (ADM 85-1414). National Institute on Drug Abuse. Drug Abuse and Drug Abuse Research. 1984, (ADM 85-1372). National Institute on Drug Abuse. Hallucinogens and PCP. 1983, (ADM 83-1306). National Institute on Drug Abuse. Inhalants. 1983 (ADM 83-1307). National Institute on Drug Abuse. Marijuana. 1983 (ADM 83-1307). National Institute on Drug Abuse. NIDA Capsules, various issues. National Institute on Drug Abuse. Opiates. 1984 (ADM 84-1308). National Institute on Drug Abuse. Phencyclidine: An Update. (ADM 86-1443). National Institute on Drug Abuse. Sedative-Hynotics. 1984 (ADM 84-1309). National Institute on Drug Abuse. Stimulants and Cocaine. 1984 (ADM 84-1304). Newsweek. March 17, 1986, page 58. Tobias, Joyce. Kids and Drugs: A Handbook for Parents and Professionals. Annandale, VA: PANDAA Press, May 1986. ACKNOWLEDGEMENTS The following employees of the U.S. Department of Education assisted in the preparation of this volume and previous editions: Beverley Blondell

Adriana de Kanter

Henry Bretzfield Ron Bucknam Judith Cherrington Mari Colvin Maura Daly Elizabeth Farquhar Jaime Fernandez Margaret Guenther Charlotte Gillespie Alan Ginsburg Wilma Green Dick Hays Gregory Henschel Daphne Kaplan

Amy Katz Kim Light John Mason Ross McNutt Val Plisko Sandra Richardson Loretta Riggans Deborah Rudy Daniel Schecter Amy L. Schwartz Barbara Vespucci John Walters Sherry Weissman Valerie Wood

Assistance was also provided by staff from the National Clearinghouse for Alcohol and Drug Information, the National Institute on Drug Abuse, and by consultants Elizabeth S. McConnell and Joel M. Moskowitz.

Helping Your Child Succeed in School

with activities for children aged 5 through 11

Foreword This is the question we parents are always trying to answer. It's good that children ask questions: that's the best way to learn. All children have two wonderful resources for learning--imagination and curiosity. As a parent, you can awaken your children to the joy of learning by encouraging their imagination and curiosity. Helping Your Child Succeed in School is one in a series of books on different education topics intended to help you make the most of your child's natural curiosity. Teaching and learning are not mysteries that can only happen in school. They also happen when parents and children do simple things together. For instance, you and your child can: sort the socks on laundry day--sorting is a major function in math and science; cook a meal together--cooking involves not only math and science but good health as well; tell and read each other stories--storytelling is the basis for reading and writing (and a story about the past is also history); or play a game of hopscotch together--playing physical games will help your child learn to count and start on a road to lifelong fitness. By doing things together, you will show that learning is fun and important. You will be encouraging your child to study, learn, and stay in school.

All of the books in this series tie in with the National Education Goals set by the President and the Governors. The goals state that, by the year 2000: every child will start school ready to learn; at least 90 percent of all students will graduate from high school; each American student will leave the 4th, 8th, and 12th grades demonstrating competence in core subjects; U.S. students will be first in the world in math and science achievement; every American adult will be literate, will have the skills necessary to compete in a global economy, and will be able to exercise the rights and responsibilities of citizenship; and American schools will be liberated from drugs and violence so they can focus on learning. This book is a way for you to help meet these goals. It will give you a short run-down on facts, but the biggest part of the book is made up of simple, fun activities for you and your child to do together. Your child may even beg you to do them. At the end of the book is a list of resources, so you can continue the fun. As U.S. Education Secretary Lamar Alexander has said: The first teachers are the parents, both by example and conversation. But don't think of it as teaching. Think of it as fun. So, let's get started. I invite you to find an activity in this book and try it. Diane Ravitch Assistant Secretary and Counselor to the Secretary Contents Introduction The Basics Where Our Children Learn What Our Children Learn From Us How Our Children Learn From Us What Messages To Send Activities Can You Top This? Listen Up Time Marches On Now You See It, Now You Don't Start to Finish I'm OK, We're OK Where Did I Put That? My Place Well Done! How Time Flies Homework Made Easy(!) Divide It Up Help Wanted How Can I Help? TV Time

Parents and the Schools Notes Acknowledgments Introduction What is the earliest memory you have of being in school? Excitement? Fear? Wonder? Rejection? Joy?

How do you feel about your years in school? If you have happy memories, chances are you can help your children be excited about learning and have good memories, too. If you disliked school, it's harder, but you can do lots of things to help make school a better experience for your children than it was for you. The good news is that every child in every family has the power to succeed in school and in life, and every parent, grandparent, and caregiver can help. But how do we help our children succeed? How do we give them the power? The most important thing we can do is be involved with our children's education even before they are in school, then stay involved once they are in school. This book is about what we can do in our own homes, right now, that will help our children go to school wanting to learn. It includes: * Basic information on what we know about success in school; * Activities for children ages 5-11 to help them acquire the skills to succeed; * Questions and answers about when to talk to the teacher and how to handle parent-teacher conferences. Success in school takes hard work, planning, a few basic skills, and the will to want to succeed. How do we pass these ideas on to our children? What we know about success in school is a combination of common sense mixed with new ideas about learning.

We do know the following: 1. Where our children learn is important. We can find inexpensive and easy things to do at home--where our children first start learning--that will make them want to

learn. We can also strengthen our ties with the community and the schools, where learning continues. 2. What our children learn from us is important. What we say and do can build their maturity and self-confidence. 3. How our children learn from us is important. All of us teach our children every day, whether we realize it or not. We can make sure we show them a variety of ways to learn. Now, how do we take these facts and turn them into ways to help our children do well in school? The Basics Where Our Children Learn At Home It's no surprise to anyone that children need time with their parents. And even though most parents are extremely busy, whether they work outside of the home or not, they do find time to spend with their children. But they want that time to count in helping prepare their children for the world they will find outside the home. What counts most is what we say and do at home, not how rich or poor we are or how many years of school we have finished. When children can count on getting attention at home, they have a greater sense of security and self-worth. This will help them do better not only in school, but also when they grow up. If you think about it, school, while very important, does not really take up very much time. In the United States, the school year averages 180 days; in other industrialized nations, the school year can extend up to 240 days, and students are often in school more hours per day. So, the hours and days a child is not in school are important for learning, too. Communicating. This is probably the most important activity we can do in our home, and it doesn't cost anything. Ask questions, listen for answers. These are no-cost, high-value things to do. Think of conversation as being like a tennis game with talk, instead of a ball, bouncing back and forth. Communication can happen any time, any place--in the car, on a bus, at mealtime, at bedtime.

When our children enter and continue school with good habits of communication, they are in a position to succeed--to learn all that has to be learned, and to become confident students. Starting early. Here are some things you can do when your

children are young: * Let them see you read, and read to them and with them. Visit the library. If they are old enough, make sure they have their own card. Keep books, magazines, and newspapers around the house. * Keep pencils and paper, crayons, and washable markers handy for notes, grocery lists, and schoolwork. Writing takes practice, and it starts at home. * Teach children to do things for themselves rather than do the work for them. Patience when children are young pays off later. * Help children, when needed, to break a job down into small pieces, then do the job one step at a time. This works for everything--getting dressed, a job around the house, or a big homework assignment. * Develop, with your child, a reasonable, consistent schedule of jobs around the house. List them on a calendar, day by day. * Every home needs consistent rules children can depend on. Put a plan into action, and follow through. * Give each child an easy-to-reach place in which to put things away. * Set limits on TV viewing so that everyone can get work done with less background noise. * Watch TV with your children and talk about what you see. Handling homework. These are the messages to get across to your children about homework: * Education is important. Homework has to be done. Let children know that this is what you value. * Try to have a special place where each child can study. * Help your children plan how to do all the things they need to do--study, work around the house, play, etc. * Let your children know that you have confidence in them. Remind them of specific successes they have had in the past perhaps in swimming, soccer, cooking, or in doing a difficult homework assignment. * Don't expect or demand perfection. When children ask you to look at what they've done--from skating a figure 8 to a math assignment--show interest and praise them when they've done something well. If you have criticisms or suggestions, make them in a helpful way. The time we spend exchanging ideas at home with our children is vitally important in setting the tone, the attitudes, and the behaviors that make the difference in school.

In the Community In many parts of our nation, the ties among neighbors have been weakened. For the sake of our children, they need to be rebuilt, and you can help. Be sure to introduce your children to your neighbors. You might even try a "child watch" program where adults who are home during the day keep an eye out for children when they walk to and from school and stand at bus stops. Some schools are helping families connect with the community by, for example, becoming centers for social services as well as for education. Getting to know your child's school can help you, in a very real way, get to know a major part of your community. It can also help you build a network of wider community support for your family. At School

Parents can become involved with the schools in several different ways, by working with children at home, volunteering, sharing information, and helping to make policy. We need to remember that what works in one community (or for one family) may not necessarily work in another. It may no longer be possible for parents to volunteer as often for school activities. However, working with children at home and sharing information with the school are two things all parents can do. The section after the activities, "Parents and the Schools," has some suggestions on how to get the most out of talking to your child's teacher. Many teachers say they rarely receive information from parents about problems at home. Many parents say they don't know what the school expects of their child. Sharing information is essential, and both teachers and parents are responsible for making it happen. With our help, our children can become confident students, able to handle the challenges of school. This means: * Talking with our children about the value of hard work and about the importance of education; * Talking about what's happening in school; * Reading report cards and messages that come from school; * Going to school and meeting with teachers; * Taking part in school events when you can; and * Finding out about resources in the community. What Our Children Learn From Us

Sometimes we think that all our children need to know to be ready to start school are the ABCs and how to count. The reality is that most children can learn these things pretty fast once they get to school. What they do need--and what you can give--is the message that education is valuable: through education, people can shape their own future. So, talk about learning, share the fun and excitement of new skills. Show your children that you are always learning, too. Read aloud, play games, and talk about events around the block and around the world. Children tend to follow the examples set for them. When we say one thing and do another, children watch and learn. When we practice what we preach, children watch and learn. The bottom line is that when we give our children the support and information they need, and expect them to do well, they do better in school and in life.

How Our Children Learn From Us Children need active, even noisy, learning as well as quiet learning such as reading. Active learning includes asking and answering questions (and trying to get more than just "yes" or "no" answers); solving problems; and discussing a variety of topics. Active learning can also take place when a child plays sports, spends time with friends, or goes to a museum or zoo. The active learning suggestions in the next section will help you think of even more things for you and your children to do. Limit TV watching. Watching TV is an example of a quiet activity that children can learn from, but one that is a problem in almost every home. We know that children who watch a lot of TV learn less and get lower grades than students who watch little TV. And in international comparisons, U.S. students rank high in watching TV, but are near the bottom in doing homework. The result is that U.S. students know less than those in other countries. Encourage active learning. What can we do? We can listen to our children's ideas and respond to them. We can let them jump in with questions and opinions when reading books together. When this type of give-and-take between parent and child happens at home, a child's participation and interest in school increases.

What Messages To Send Three of the important messages our children need about success in school can be sent by: 1. Sharing our own experiences and goals with our children,

because children tend to adopt our ideals. They need to know how we feel about making an effort, working hard, and planning ahead. 2. Establishing realistic, consistent family rules for work around the house so our children can develop schedules and stable routines. Children need limits set even though they will test these limits over and over again. Children need to know what they can depend on--and they need to be able to depend on the rules we make. 3. Encouraging our children to think about the future. Our children need realistic, reasonable expectations, and they need the satisfaction of having some of these expectations met. They need to take part in making decisions (and to learn that sometimes this means sacrificing fun now for benefits later) and they need to find out what happens as a result of decisions they have made. Throw a stone into a pool and the circles widen and overlap. None of us lives in isolation. The circles of home, community, and school overlap also. For our children to learn and thrive, they need the support and encouragement of all of the circles in which we live. But the circle in the center is the home and that's where it all starts.

Activities There is no one "right" way of doing these activities. Make changes, shorten or lengthen them to suit your child's attention span, or think up some activities of your own. Above all, enjoy them. And don't worry about what you might not have done in the past. Start where you are now, with the resources you have now. In a box at the end of each activity is information on why that activity is important to your child's education. The suggested activities all build skills, attitudes, and behaviors children need for good study habits. They are designed to help develop personal maturity, enthusiasm for learning, and the ability to concentrate. But that does not mean the activities are hard to do and won't be any fun. They are easy to do, cost little or no money, use materials found at home, and don't take much time. Work out your own schedule for the activities. Don't forget to try them on vacation days or in the summer, too. If you've only used one part of an activity, you can go back to it and find the ideas you haven't tried. Experience indicates that all of the activities, in whole or in part, will be useful. Ability in schoolwork is like ability in sports: it takes practice to gain confidence, to become motivated, and to win.

Age Levels

The activities are arranged by approximate age levels. But, of course, you are the best judge of what your child may be ready to try. Age levels of the activities are indicated by a symbol at the top of each activity: Ages 5-7

The activities for these early school years focus on helping children get ready for schoolwork and get a head start on the habits and behaviors important for ongoing success in school. Ages 7-9

These activities help children become organized and build early study skills and work habits. Ages 9-11

These projects for children in the upper elementary grades continue to focus on work and study habits, with more emphasis on making personal decisions. Remember: * We can all be great teachers; * Every home is a learning place; * We don't need a lot of time to do a lot of good; and * Everyone's abilities and skills can be improved.

Let's Go Pick an activity and try it with your children. You will know they are learning when they say, "Let me try it." And you'll know they understand when they shout: "Let me do it! Let me! Let me." Can You Top This?

Teamwork is important in school. In this game, children practice taking turns and working with others. They also build

language skills. What you'll need Imagination

What to do 1. Make up a story, with parents and children taking turns, one sentence at a time. Decide on a topic. You might begin the first sentence with "Once upon a time a pirate lived in..." Continue taking turns making up and telling parts of the story until you decide to end it-maybe after 8 or 10 sentences. 2. Take turns beginning and finishing a story. Ask other family members and friends to join in.

By making up stories, children can improve their language skills. They can also start to understand how ideas flow from one to another, and that everyone's ideas are important. Listen Up

This game helps teach how to listen carefully and follow directions, two things that are important in school. What you'll need Any small object you can hide Objects that make noise

What to do 1. Hide a small object. Give directions to find it such as, "Take five steps ahead. Turn right. Keep the lamp to your left. Bend down and look to the right." Take turns doing this. 2. All but one person close their eyes. The person with his or her eyes open makes a sound (such as keys jangling, hands clapping, a bell ringing, a spoon tapping against a glass). Everyone else tries to guess what is making the sound.

3. Clap your hands to tap out a rhythm. Have another player listen and then clap that same rhythm back to you. Do it different ways: slow, fast, loud, soft. Make the rhythms harder as it gets easier to repeat them. 4. When taking a walk, or any place where you can stop for a few minutes, sit quietly for 30 seconds with your eyes closed, then tell each other what you heard: a baby crying, an airplane, a bird singing. 5. Take a walk. One of you tell the other person what to do--cross the street, turn left, look down. Take turns following each other's directions.

Through practice, children can learn to listen carefully, see and hear details, and follow directions. Time Marches On This game will help your children see the difference between "a few seconds" and "a few minutes," and can help them be on time in school. What you'll need Paper Pencil A timer of some kind (alarm clock, kitchen timer) Clock or watch with all 12 numerals and a second hand

What to do 1. Ask your children to watch the second hand tick five seconds. Together, count off the seconds. 2. Count off 30 seconds. How many times can your child clap hands during this time? Take turns timing and watching each other. 3. Make guesses about how long ordinary things take: How long is a traffic light red or green? How long does it take to eat dinner? How long does it take to get ready for school? Test your guesses with the watch or timer. How close did you each come to the right answer? 4. Read a book aloud with your child for 3 minutes. Time yourselves. Then move up to 5 minutes, then to 10, and so on.

Learning that some things take longer than others will help your child understand how long it takes to do a task and how to plan for it. This activity will also help them increase their attention span. Now You See It, Now You Don't

This activity teaches children to pay close attention by seeing how long it takes different kinds of liquids to freeze and melt. What you'll need 2 ice cube trays A clock Water Small bowls Paper Pencil Other liquids

What to do 1. Together, fill one ice cube tray to the top with water. Fill the other tray only half full. Put both trays in the freezer. Check the clock. In 2 hours, look to see if the water has frozen (if not, wait until it has frozen). How long did it take the water in each tray to freeze? Did the smaller amount of water freeze faster than the larger amount? 2. Take an ice cube from each of the 2 trays. Put them in separate bowls to melt. Which cube melts faster--the larger one or the smaller one? 3. Put one ice cube in a window and another in the refrigerator (not freezer) and see how long they take to melt. 4. Try to freeze samples of liquids such as fruit juices. Compare their freezing times to that of water.

This activity can help your child understand that things don't happen immediately. It will also introduce the concept of change--liquid to solid to liquid again--and the idea of having to wait to get the result you want. Start to Finish

Organization has to be learned. This activity lets children practice planning, beginning, and finishing a job--important parts of completing schoolwork. What you'll need Pencil Paper Items used to do a job around the house, such as watering plants or setting the table

What to do 1. Together, select one job your child usually does around the house, such as watering plants. Ask your child to write down or tell you the "Plan," "Do," and "Finish" steps needed to do the job well. Look over these steps together and talk about possible changes.

2. See what happens if one plant isn't watered when it is supposed to be. How long does it take for the leaves to start changing color? 3. List the "plan," "do," and "finish" steps of one or two jobs you do around the house. Ask your child to help you think of ways to improve these steps. 4. When your children have a new task, help them plan the steps so they can do the job well and have a sense of accomplishment.

Sometimes taking time to plan seems like "a waste of time," but it has been shown that those who plan a job are usually more successful and do it in a shorter amount of time. Seeing the changes from not watering a plant can introduce the idea of "cause and effect." I'm OK, We're OK

All of us have ways in which we are special. This activity helps children recognize and appreciate how they, and others, are special. What you'll need Pen or pencil Paper

What to do 1. Together, think of and write down at least 2 things you like about yourselves (for example, I have a good sense of humor; I try to be fair). Write down 2 things you like about the others playing this game. Now, take turns talking about what others say they like about you. 2. Write down 2 things you would like to improve. When will you start? How long do you think it will take? 3. Think of some jobs around the house that both of you will feel proud of, like fixing special food for the family, teaching the family a new game, or fixing something that's broken. 4. Try to set a time every day, even a few minutes, when you can talk about things that happened that day. Find times to listen to each other and to chat. A ride to the grocery store or a wait at the dentist's office can be a good time.

Self-confidence can make a difference in how much success a person has, both at school and later in life. Talking about what happened during the day lets children work out problems early instead of having them pile up and become overwhelming. Where Did I Put That? Children need help getting organized. A special place for school items helps make mornings smoother for parents and

children. What you'll need Cardboard box Crayons or markers

What to do 1. Find a sturdy cardboard box or carton large enough to hold notebooks and other school things. Let your child decorate it with pictures, words, or art work, and his or her name. Each child in the family can have a separate box. Together, find a place to put the box. A spot near the front door or the place where your child does homework would be good. School things should go in the box as soon as your child comes home from school. Later, all homework and anything else needed for school the next day should go into it. In the winter, hats and mittens can also go in the box when they are dry. 2. Let your child make a rainy day box and put it in a different place (or make it a different color). Fill it with "treasures"--games, books, a new pencil. Invite other members of the family to put surprises in the box (no snakes or flogs, please).

Keeping all school items in one place helps teach children how much easier life can be when we are organized and plan ahead. Show your appreciation when your child keeps things in order. My Place

This activity gives each child a separate place to study or play. What you'll need Space--even a tiny area will do A small but steady table 1 chair

1 lamp Small floor covering

What to do 1. Together, find a quiet study area away from the TV and radio for each child (even those not old enough to have homework yet). 2. Cut down an old blanket, rug, or sheet to put on a small area of the floor. Use this to mark off each child's private space. Put the table and chair on the floor covering. This space does not have to be in the same place all the time. If the table is light weight, the floor cover can be put down any place it is out of the way (such as near the kitchen if a child needs help while dinner is being fixed). It can also be put away when it is not being used. 3. If the study space will always be in the same place, try out different arrangements of the furniture to see what works best. Arrange the lamp so the study area is well lit. 4. Together, label items with the child's name.

Watch for improvement and show pleasure when quality of work improves. Children tend to argue over the same space (even in a big room). By having an area of the floor marked off, each child has a place that feels like his or her own. A special place also helps children focus on what they are studying. Well Done!

Children need the experience of doing chores. The following are ideas to help children be more responsible and realize the importance of people doing what they say they will do. What you'll need Helping hands

What to do

1. Talk about what happens when people do the things they are responsible for (water the plants or feed pets, for example). Think about what would happen if people did not do these things--if the bus driver stayed home, or the movie projectionist didn't show up for work. Together, think of more examples. 2. Decide together on jobs for each family member to do. Should people be able to do only the things they like? Talk together about this. 3. Turn a household task into a game. Decide together how long it will take to do the job. Time yourselves against the clock. Listening to the radio or a record while you do the job makes it more fun. This helps the work get done faster, too.

Children need to learn early how others are affected when chores-are not done. Talk about why it is necessary to do things we don't want to do, and why we should not expect others to do our work. This activity also gives children an early lesson in how to make good decisions.

How Time Flies

"I don't have time to do all I need time to do." Sound familiar? Planning our time is one of the most useful things we can learn. Knowing how long something will take can save time and tempers. What you'll need Paper Pencil Clock Calendar

What to do 1. Together, write down your estimates of how long it takes to do certain tasks (such as getting ready for school or

work in the morning; fixing a meal). Use a clock to time at least one of these tasks. Then take turns timing each other. (But be realistic--it's not necessarily a race.) 2. See what part of a job can be done ahead of time, such as deciding at bedtime what to wear the next day. 3. Talk about at least 2 places you and your children go where you must be on time. What do you do to make sure you are on time? 4. Put a monthly calendar with large spaces where everyone can see it. Each member of the family can use a different colored marker to list appointments and social activities.

Being on time, or not being on time, affects other people. It is important for children to understand their responsibility for being on time--it's not just for grown-ups. Homework Made Easy(!)

Homework without nagging is much to be desired. Have your child try a homework chart. What you'll need Paper Marker, pen, or pencil Clock What to do 1. Have (or help) your child do the following: Create a homework chart out of a sturdy, large-sized piece of paper.

Attach a colored marker or pen so that it is always handy. Each day after school, put a check mark in each box in which there is a homework assignment.Circle the check when the homework is completed. 2. Make a new chart for each week. Depending on how many subjects you have, you may be able to put 3 or 4 weeks on each piece of paper. 3. Try to figure out how long it will take to complete homework assignments so you know when you need to start

working.

A homework chart can show exactly what needs to be done when, and gives a feeling of accomplishment when an assignment is crossed off. Talk to your child about homework. Does your child need or want more time or help? Does your child want to devote more time to learning about a certain subject? Divide It Up

Just about anything is easier to do if it's divided into smaller pieces. As assignments get longer and more complicated, more organizing and planning skills are needed. What you'll need Homework assignments Jobs in and around the house Paper Pencil

What to do 1. Choose a big assignment to talk about, such as a geography project. Decide together, and have your child write down, what he or she needs to complete the job. For example: Reference materials (books, maps) Can you complete the assignment just using your textbook? If not, do you need to go to the library?. If so, can you check out books, or will you have to allow time to stay there and use reference books? Notes Do you have a notebook? Pencils? Will you need note cards? Illustrations If you need pictures, where will you get them? Finished project Will it be a stapled report? A poster? A folded brochure? What will you need to complete the job? 2. Decide the order in which the parts of the job need to be done. Number the steps. Try to estimate how long each step will take. Work

backwards from the date the paper is due in order to see when each part needs to be started. Put start and finish dates next to these steps, then put the assignment on a calendar or homework chart. 3. Together, think about a household job, such as gardening or cleaning. Divide it up into smaller parts. 4. Talk about how adults divide work on their jobs or at home.

This trick of dividing big jobs into small pieces helps make all jobs easier and can save a lot of wear and tear on everyone when it's time to hand in a school assignment. Help Wanted

Older students are interested in life beyond school. You can help them have a realistic sense of what's out there. What you'll need Pen or pencil Paper Newspaper "help wanted" ads Friends and neighbors

What to do 1. Talk with your child: "What job do you think you would like to do when you get out of school? What training do you think you will need to get this job?" 2. Suggest that your child pick two adults he or she knows, such as neighbors or relatives, to interview briefly about their jobs. Help your child think of at least 3 questions to write down, leaving space for the answers. Sample questions: What is your job? How long have you held it? What kind of special training did you need? Have your child do the interviews. (You may want to help him or her get started.) After the interview, talk about what your child learned. Now your child will be more comfortable doing the next step. 3. Read a page of the newspaper help wanted ads together. Have your child find ads for three jobs that he or she

might want in the future. Talk together about the training needed for each job: Can some of it be learned on the job? How much schooling is necessary?. 4. Have your child find people who already have these jobs and interview them.

Remember that there will be many new kinds of jobs in the future. What children--and adults, too-need to do is be flexible and keep on learning. How Can I Get Help?

We need to think about more than our own interests and ask "How can I help others?" What you'll need Newspaper and magazine articles

What to do 1. Together, find newspaper articles about people who get involved. Look for ways to help other people that involve your child's interests. 2. What are some everyday good deeds? Ask your children to think back and remember a time when they helped another person. Think big and think small. 3. Discuss community food drives and volunteer tutoring programs. Suggest that your children check with a local religious group, community or recreation center, school, or library. 4. Explore the possibility of joining a young people's group that does community service. 5. Ask your children to name at least two things they could do today or tomorrow to help others. What will it take? Encourage your children to make a commitment.

Taking part in community activity can not only help others, but can also help your child make new friends and learn new skills.

TV Time

Decide how you are going to use TV. Watching television can be educational or something we do in our spare time. What you'll need TV set TV schedule Pen or pencil

What to do 1. Decide together how much TV your family will watch. Read the TV schedule. Have each family member decide what he or she would like to watch. Put initials next to everyone's choices. Decide what you will watch each day or week. Circle your choices. If 2 people want to watch different programs at the same time, try to compromise: take turns. Your child's teacher may assign a TV program as homework: make allowances if this happens. 2. Try to find time to watch TV with your child. Be sure they understand what's real and what isn't. 3. Have board games, books, or projects handy so children can do other things when TV time is used up. 4. If your children watch too much TV, try cutting down a little at a time. Avoid leaving a TV set on all day. Parents and the Schools Q: When should I talk with my child's teacher? Early and often. Contact the teacher at the beginning of the year or as soon as you can. Get acquainted and show your interest. Let teachers know what they need to know about your child. If your child has special needs, make these known right from the beginning. If you notice a big change in your child's behavior or attitude, contact the teacher immediately. The teacher should tell you before the end of a grading

period if your child is having trouble; keeping parents informed is an important function of the school. Remember, parents and teachers work together to help children want to learn and to help them gain self-confidence and self-discipline.

Q: How do I get the most out of parent-teacher conferences? Be prepared to listen as well as to talk. It helps to write out questions before you leave home. Also jot down what you want to tell the teacher. Be prepared to take notes during the conference and ask for an explanation if you don't understand something. In conferences, the teacher should offer specific details about your child's work and progress. If your child has already received some grades, ask what went into them. Ask how your child is being evaluated. Discuss your child's talents, skills, hobbies, study habits, and any special sensitivities such as concern about weight or speech difficulties. Tell the teacher if you think your child needs special help. Tell the teacher about any special family situation, such as a new baby, an illness, or a recent or upcoming move. It is important to tell the teacher about things in your children's lives that might affect their ability to learn. Ask about specific ways to help your child at home. Try to have an open mind. At home, think about what the teacher has said and then follow up. If the teacher has told you your child needs to improve in certain areas, check back in a few weeks to see how things are going. Parents and teachers are partners in helping children. Q: What if I don't have time to volunteer as much as I would like? Even if you can't volunteer to do work at the school building, you can help your child learn when you are at home. The key question is, "What can every parent do at home, easily and in a few minutes a day, to reinforce and extend what the school is doing?" This is the involvement every family can and must provide. The schools also need to take steps so parents feel good about what they're doing at home and know they are helping. What we as parents need to care about is involving ourselves in our children's education outside of school. Remember, you can encourage your child to work hard. You

can give your child the power to succeed in school.

Notes This book is based on studies; on materials developed and copyrighted by the Home and School Institute (HSI), MegaSkills Education Center, 1201 Sixteenth Street NW, Washington, DC 20036; and on the MegaSkills book and program. Text Notes The Basics The following are among the studies that provide documentation for the text material in this publication. Up-to-date research on the family's role in education is not easy to find in popularly accessible libraries, even in bookstores. Selected below are some of the more easily found sources. For those interested in more information on these and other studies in the field, it can be helpful to check with university and other school libraries as well as with the Office of Educational Research and Improvement (OERI) of the U.S. Department of Education. Where Our Children Learn Benjamin Bloom, (1981). All Our Children Learning. New York: McGraw Hill. Reginald Clark, (1983). Family Life and School Achievement. Chicago: University of Chicago Press. Alan Ginsburg and Sandra Hanson, (1988). Gaining Ground: Values and High School Success. Washington., D.C.: U.S. Department of Education. Dorothy Rich, (1985). The Forgotten Factor in School Success: The Family. Washington, D.C.: Home and School Institute. S.G. Timmer et al., (1984). "How Children Use Time" in Time, Goods, and Well Being. Ann Arbor: Institute for Social Research. University of Michigan. James Coleman, (1991). Parental Involvement in Education. Washington, D.C.: U.S. Department of Education. James Comer, (1988). "Educating Poor, Minority Children." Scientific American, 259:42-48. Ann Henderson, Editor, (1987). The Evidence Continues to Grow: Parent Involvement Improves Student Achievement. Columbia, Md.: National Committee for Citizens in Education.

Lynn Balster Liontos, (1992). At Risk Families and Schools: Becoming Partners. Eugene, Ore.: University of Oregon, ERIC Clearinghouse on Educational Management. National Commission on Children, (1992). Beyond Rhetoric: A New American Agenda for Children and Families. Washington, D.C. What Our Children Learn From Us Joyce Epstein, Editor, (1991). "Parent Involvement" (Special Section). KAPPAN 72. Educational Testing Service, (1989). Crossroads in American Education. Princeton, N.J.: National Assessment of Educational Progress. Robert Hess et al., (1987). "Cultural Variations in Socialization for School Achievement." Journal of Applied Developmental Psychology 8. A.M. Pallas et al., (1987). "Children Who Do Exceptionally Well in First Grade." Sociology of Education 60. Dorothy Rich, (1988, 1992). MegaSkills In School and In Life: The Best Girl You Can Give Your Child. Boston: Houghton Mifflin. Herbert J. Walberg, (1984). "Families as Partners in Educational Productivity." KAPPAN 65. How Our Children Learn From Us Educational Testing Service, (1989). A World of Differences: An International Assessment of Mathematics and Science. Princeton, N.J.: National Assessment of Educational Progress. L. M. Laosa, (1980). "Maternal Teaching Strategies in Chicano and Anglo-American Families: The Influence of Culture and Education on Maternal Behavior." Child Development 51. Harold Stevenson and James Stigler, (1992). The Learning Gap. New York: Summit Books. U.S. Department of Education, (1986). What Works: Research About Teaching and Learning. "Activities" Notes All of the activities in this section have been adapted from the following copyrighted home learning activity programs of The Home and School Institute (HSI), MegaSkills Education Center. Learning is Homegrown, developed for First Tennessee Bank. MegaSkills Workshop Program, HSI National Training Initiative.

Project ADD (Alexandria's Dynamic Duo), developed for Alexandria City, Va. Public Schools. Project PACT (Parents and Children Together), developed for Arlington County, Va. Public Schools. Parents and the Schools All of the material in this section has been adapted from The Parents Q and A Library, a copyrighted program developed by The Home and School Institute under a grant from The Work in America Institute. Acknowledgments The following people were kind enough to review this book: Dale Boatright and Lyn Klosowski, American Federation of Teachers; Joyce L. Epstein, Center on Families, Communities, Schools, and Children's Learning; Susan Hlesciak Hall, National Committee for Citizens in Education; Patricia Henry, President, and Catherine Belter, National PTA; Oliver C. Moles, Office of Research, Office of Educational Research and Improvement, U. S. Department of Education; Paula Moser, Consumer Information Center; Catherine Peterson, Capitol Hill Day School. Special thanks to Leo and Diane Dillon for their advice on how to work with illustrators. Dorothy Rich, Ed.D., is the founder and president of the Home and School Institute in Washington, D.C. She has been designing programs for families and teachers since 1964, and is the author of MegaSkills In School and In Life: The Best Gift You Can Give Your Child. Ms. Rich is a recognized expert on family learning and literacy. She developed the MegaSkills Workshops for parents now sponsored by school systems and businesses in 40 states, and the Classroom Management Through MegaSkills training program for teachers. She also designed "New Partnerships for Student Achievement" under a grant from the MacArthur Foundation; has served on the National Assessment Governing Board; has testified before the U.S. Senate and the National Governors' Association; and consults with state and local school systems and business groups nationally and internationally. Betty MacDonald has studied at the Art Students League and The Chinese Institute in New York, and at Columbia University. She has won numerous awards and is in Who's Who in American Art. Her work has been exhibited throughout the United States and the world in such places as Italy, Brazil, the former Soviet Union, Kenya, Niger, and Botswana. Ms. MacDonald's art is in the permanent collections of several museums including the National Museum of American History (Smithsonian Institution), the National Museum of Women in the Arts, and the Library of Congress in Washington, D.C.; and the Museum of Modern Art, Buenos Aires, Argentina. She has taught many courses for the Smithsonian Institution.

What We Can Do To Help Our Children Learn: Listen to them and pay attention to their problems. Read with them. Tell family stories. Limit theft television watching. Have books and other reading materials in the house. Look up words in the dictionary with them. Encourage them to use an encyclopedia. Share favorite poems and songs with them. Take them to the library--get them their own library cards. Take them to museums and historical sites, when possible. Discuss the daily news with them. Go exploring with them and learn about plants, animals, and geography. Find a quiet place for them to study Review their homework. Meet with their teachers.

Do you have any other ideas?

Helping Your Child Learn Geography Foreword Remember thumbing through an atlas or encyclopedia as a child, imagining yourself as a world traveler on a safari in Africa, or boating up the Mississippi River, climbing the peaks of the Himalayas, visiting ancient cathedrals and castles of Europe, the Great Wall of China? We do. The world seemed full of faraway, exotic, and wonderful places that we wanted to know more about. Today, we would like to believe that youngsters are growing up similarly inquisitive about the world. Perhaps they are, but recent studies and reports indicate that, if such imaginings are stirring in our youngsters, they're not being translated into knowledge. Not that there ever was a "golden age" when all our young and all our citizens were conversant about the peoples and places of the globe. Still, there is considerable evidence that such knowledge among young Americans has dipped to an alarming low.

Last year, a nine-nation survey found that one in five young Americans (18- to 24-year-olds) could not locate the United States on an outline map of the world. Young Americans knew measurably less geography than Americans 25 years of age and over. Only in the United States did 18- to 24-year-olds know less than people 55 years old and over; in all eight other nations, young adults knew more than the older ones. No less disturbing was the fact that our young adults, when compared with young adults in other countries, came in last place in a 1980 Gallup Poll. Our 18- to 24-year-olds knew less about geography than their age-mates in every other participating nation. But it shouldn't surprise us. Youngsters in other countries study more geography. In England, Canada, and the Soviet Union, geography is considered one of the basic academic subjects and is required of most secondary students; in the United States, only one in seven students takes a high school geography course. You'd think that our students learn at least some geography, though, in their world history classes. Those who take world history probably do. But that's only 44 percent of our high school graduates. More than half of our high school students are graduating without studying world history. If youngsters are to acquire an appreciation of geography and ultimately learn to think geographically, parents and communities must insist that local schools restore it to prominence in the curriculum. They should insist that geography be studied and learned, in one form or another, through several years of the primary and secondary curriculum. Learning should not be restricted to the classroom. Parents are a child's first teachers and can do much to advance a youngster's geographic knowledge. This booklet suggests some ways to do so. It is based on a fundamental assumption: that children generally learn what adults around them value. The significance attached to geography at home or at school can be estimated in a glance at the walls and bookshelves. Simply put, youngsters who grow up around maps and atlases are more likely to get the "map habit" than youngsters who do not. Where there are maps, atlases, and globes, discussions of world events (at whatever intellectual level) are more likely to include at least a passing glance at their physical location. Turning to maps and atlases frequently leads youngsters to fashion, over time, their own "mental maps" of the world--maps that serve not only to organize in their minds the peoples, places, and things they see and hear about in the news, but also to suggest why certain events unfold in particular places. Helping every child develop his or her ability to use maps and to develop mental maps of the world ought to become a priority in our homes and schools. For, as we all know, our lives are becoming an ever tighter weave of interactions with people around the world. If our businesses are to fare well in tomorrow's world markets, if our national policies are to achieve our aims in the future, and if our relationships with other peoples are to grow resilient and mutually enriching, our

children must grow to know what in the world is where. This booklet is designed to help parents stir children's curiosity and steer that curiosity toward geographic questions and knowledge. It is organized around the five themes recently set forth by geographers and geography educators across the Nation--the physical location of a place, the character of a place, relationships between places, movement of people and things, and phenomena that cause us to group places into particular regions. We encourage parents to get to the fun part--that is, the activities. The games, maps, and suggested activities that follow, while informal and easy to do, can help lay a solid foundation in experience for children's later, more academic forays into geography. Bruno V. Manno Deputy Assistant Secretary for Policy and Planning Kirk Winters Research Associate Office of Educational Research and Improvement U.S. Department of Education

Introduction Children are playing in the sand. They make roads for cars. One builds a castle where a doll can live. Another scoops out a hole, uses the dirt to make a hill, and pours some water in the hole to make a lake. Sticks become bridges and trees. The children name the streets, and may even use a watering can to make rain. Although they don't know it, these children are learning the principles of geography. They are locating things, seeing how people interact with he Earth, manipulating the environment, learning how weather changes the character of a place, and looking at how places relate to each other through the movement of things from one place to another. With this book, we hope you, as parents, will get ideas for activities that will use your children's play to informally help them learn more geography--the study of the Earth. Most of the suggestions in this book are geared to children under 10 years of age. The activities and games are organized around five specific themes that help focus our thinking. These themes were developed by the Joint Committee on Geographic Education of the National Council for Geographic Education and the American Association of Geographers and are now being used in many schools. They are: 1. Where are things located? 2. What makes a place special? 3. What are the relationships among people and places?

4. What are the patterns of movement of people, products, and information? 5. How can the Earth be divided into regions for study? These themes have been adopted by many schools in the last few years and may be new to many parents. To help focus your awareness of the issues, we will begin each chapter with a brief description of the theme. This description includes examples of questions geographers use as they strive to understand and define the Earth, for geography provides us with a system for asking questions about the Earth.

Location: Position on the Earth's Surface Look at a map. Where are places located? To determine location, geographers use a set of imaginary lines that crisscross the surface of the globe. Lines designating "latitude" tell us how far north or south of the equator a place is. Lines designating "longitude" measure distance east and west of the prime meridian--an imaginary line running between the North Pole and the South Pole through Greenwich, England. You can use latitude and longitude as you would a simple grid system on a state highway map. The point where the lines intersect is the "location"--or global address. For example, St. Louis, Missouri, is roughly at 39째 (degrees) north latitude and 90째 west longitude. Why are things located in particular places and how do those places influence our lives? Location further describes how one place relates to another. St. Louis is where the Mississippi and the Missouri rivers meet about midway between Minneapolis-St. Paul and New Orleans. It developed as a trading center between east and west, north and south. Directions To help young children learn location, make sure they know the color and style of the building in which they live, the name of their town, and their street address. Then, when you talk about other places, they have something of their own with which to compare. * Children need to understand positional words. Teach children words like "above" and "below" in a natural way when you talk with them or give them directions. When picking up toys to put away, say, "Please put your toy into the basket on the right" or, "Put the green washcloth into the drawer." Right and left are as much directional terms as north, south, east, and west. Other words that describe such features as color, size, and shape are also important.

* Show your children north, south, east, and west by using your home as a reference point. Perhaps you can see the

sun rising in the morning through a bedroom window that faces east and setting at night through the westerly kitchen window: * Reinforce their knowledge by playing games. Once children have their directional bearings, you can hide an object, for example, then give them directions to its location: "two steps to the north, three steps west ...." * Use pictures from books and magazines to help your children associate words with visual images. A picture of a desert can stimulate conversation about the features of a desert--arid and barren. Work with your children to develop more complex descriptions of different natural and cultural features.

Maps Put your child's natural curiosity to work. Even small children can learn to read simple maps of their school, neighborhood, and community. Here are some simple map activities you can do with your children. * Go on a walk and collect natural materials such as acorns and leaves to use for an art project. Map the location where you found those items. * Create a treasure map for children to find hidden treats in the back yard or inside your home. Treasure maps work especially well for birthday parties. * Look for your city or town on a map. If you live in a large city or town, you may even be able to find your street. Point out where your relatives or your children's best friends live. * Find the nearest park, lake, mountain, or other cultural or physical feature on a map. Then, talk about how these features affect your child's life. Living near the ocean may make your climate moderate, prairies may provide an open path for high winds, and mountains may block some weather fronts. * By looking at a map, your children may learn why they go to a particular school. Perhaps the next nearest school is on the other side of a park, a busy street, or a large hill. Maps teach us about our surroundings by portraying them in relation to other places.

* Before taking a trip, show your children a map of where you are going and how you plan to get there. Look for other ways you could go, and talk about why you decided to use a particular route. Maybe they can suggest other routes. * Encourage your children to make their own maps using legends with symbols. Older children can draw a layout of their street, or they can illustrate places or journeys

they have read about. Some books, like Winnie-the-Pooh and The Wizard of Oz, contain fanciful maps. These can be models for children to create and plot their own stories. * Keep a globe and a map of the United States near the television and use them to locate places talked about on television programs, or to follow the travels of your favorite sports team. Additional Activities Children use all of their senses to learn about the world. Objects that they can touch, see, smell, taste, and hear help them understand the link between a model and the real thing. * Put together puzzles of the United States or the world. Through the placement of the puzzle pieces, children gain a tactile and visual sense of where one place is located in relation to others. * Make a three-dimensional map of your home or neighborhood using milk cartons for buildings. Draw a map of the block on a piece of cardboard, then cut up the cartons (or any other three-dimensional item) and use them to represent buildings. Use bottle tops or smaller boxes to add interest to the map, but try to keep the scale relationships correct. * Use popular board games like "Game of the States" or "Trip Around the World" to teach your children about location, commerce, transportation, and the relationships, among different countries and areas of the world. Some of these games are available at public libraries. * Make paper-mache using strips of old newspaper and a paste made from flour and water. If children form balls by wrapping the strips of paper-mache around a balloon, they will develop a realistic understanding of the difficulties in making accurate globes. They can also use paper-mache to make models of hills and valleys.

Place: Physical and Human Characteristics Every place has a personality. What makes a place special? What are the physical and cultural characteristics of your hometown? Is the soil sandy or rocky? Is the temperature warm or is it cold? If it has many characteristics, which are the most distinct? How do these characteristics affect the people living there? People change the character of a place. They speak a particular language, have styles of government and architecture, and form patterns of business. How have people shaped the landscapes? Investigate Your Neighborhood

* Walk around your neighborhood and look at what makes it unique. Point out differences from and similarities to other places. Can your children distinguish various types of homes and shops? Look at the buildings and talk about their uses. Are there features built to conform with the weather or topography? Do the shapes of some buildings indicate how they were used in the past or how they're used now? These observations help children understand the character of a place. * Show your children the historical, recreational, or natural points of interest in your town. What animals and plants live in your neighborhood? If you live near a harbor, pay it a visit, and tour a docked boat. You can even look up the shipping schedule in your local newspaper. If you live near a national park, a lake, a river, or a stream, take your children there and spend time talking about its uses. * Use songs to teach geography. "Home on the Range," "Red River Valley," and "This Land Is Your Land" conjure up images of place. Children enjoy folk songs of different countries like "Sur La Pont D'Avignon, .... Guantanamara," and "London Bridge." When your children sing these songs, talk with them about the places they celebrate, locate them on the map, and discuss how the places are described. Study the Weather Weather has important geographic implications that affect the character of a place. The amount of sun or rain, heat or cold, the direction and strength of the wind, all determine such things as how people dress, how well crops grow, and the extent to which people will want to live in a particular spot. * Watch the weather forecast on television or read the weather map in the newspaper. Save the maps for a month or more. You can see changes over time, and compare conditions over several weeks and seasons. Reading the weather map helps children observe changes in the local climate. * Use a weather map to look up the temperatures of cities around the world and discover how hot each gets in the summer and how cold each gets in the winter. Ask your children if they can think of reasons why different locations have different temperatures. Compare these figures with your town. Some children enjoy finding the place that is the hottest or the coldest. * Make simple weather-related devices such as barometers, pinwheels, weather vanes, and wind chimes. Watch cloud formations and make weather forecasts. Talk about how these describe the weather in your town. Learn About Other Cultures

People shape the personality of their areas. The beliefs, languages, and customs distinguish one place from another. * Make different ethnic foods, take your children to an ethnic restaurant, or treat them to ethnic snacks at a folk festival. Such an experience is an opportunity to talk about why people eat different foods. What ingredients in ethnic dishes are unique to a particular area? For example, why do the Japanese eat so much seafood? (If your children look for Japan on a map they will realize it is a country of many islands.) * Read stories from or about other countries, and books that describe journeys. Many children's books provide colorful images of different places and a sense of what it would be like to live in them. Drawings or photographs of distant places or situations can arouse interest in other lands. The Little House in the Big Woods, Holiday Tales of Sholem Aleichem, and The Polar Express are examples of books with descriptions of place that have transported the imaginations of many young readers. There is a bibliography at the end of this booklet, and your librarian will have more suggestions.

Weather Vane Materials: wire hanger, small plastic container, aluminum foil, sand or dirt, tape or glue, scissors, crayon. Directions: 1. Straighten out the hanger's hook and cover half of the triangle part of the hanger with foil. Fold the edges, and tape or glue in place. 2. Fill the container with sand or loose dirt, put on the lid, and mark it N, S, E, and W. Poke the hanger through the center of the lid. The hanger should touch the bottom of the container and turn freely in the hole.

3. Put the container outside with the N facing north. When the wind blows, take a look at your weather vane. The open half of the vane shows the direction from which the wind is coming. Reprinted from Sesame Street Magazine Parent's Guide, June 1986. Copyright Children's Television Workshop.

Relationships within Places: Humans and Environments How do people adjust to their environment? What are the relationships among people and places? How do they change it

to better suit their needs? Geographers examine where people live, why they settled there, and how they use natural resources. For example, Hudson Bay, the site of the first European settlement in Canada, is an area rich in wildlife and has sustained a trading and fur trapping industry for hundreds of years. Yet the climate there was described by early settlers as "nine months of ice followed by three months of mosquitoes." People can and do adapt to their natural surroundings. Notice How You Control Your Surroundings Everyone controls his or her surroundings. Look at the way you arrange furniture in your home. You place the tables and chairs in places that suit the shape of the room and the position of the windows and doors. You also arrange the room according to how people will use it. * Try different furniture arrangements with your children. If moving real furniture is too strenuous, try working with doll house furniture or paper cutouts. By cutting out paper to represent different pieces of furniture, children can begin to learn the mapmaker's skill in representing the three-dimensional real world. * Ask your children to consider what the yard might look like if you did not try to change it by mowing grass, raking leaves or planting shrubs or trees. You might add a window box if you don't have a yard. What would happen if you didn't water the plants? * Walk your children around your neighborhood or a park area and have them clean up litter. How to dispose of waste is a problem with a geographic dimension. * Take your children to see some examples of how people have shaped their environment: bonsai gardens, reservoirs, terracing, or houses built into hills. Be sure to talk with them about how and why these phenomena came to be. * If you don't live on a farm, try to visit one. Many cities and States maintain farm parks for just this purpose. Call the division of parks in your area to find out where there is one near you. Farmers use soil, water, and sun to grow crops. They use ponds or streams for water, and build fences to keep animals from running away. Notice How You Adapt to Your Surroundings People don't always change their environment. Sometimes they are shaped by it. Often people must build roads around mountains. They must build bridges over rivers. They construct storm walls to keep the ocean from sweeping over beaches. In some countries, people near coasts build their houses on stilts to protect them from storm tides or periodic floods. * Go camping. It is easy to understand why we wear long pants and shoes when there are rocks and brambles on the ground, and to realize the importance to early settlers of being near water when you no longer have the convenience

of a faucet. * If you go to a park, try to attend the nature shows that many parks provide. You and your children may learn about the local plants and wildlife and how the natural features have changed over time.

Movement: People Interacting on the Earth People are scattered unevenly over the Earth. How do they get from one place to another? What are the patterns of movement of people, products, and information ? Regardless of where we live, we rely upon each other for goods, services, and information. In fact, most people interact with other places almost every day. We depend on other places for the food, clothes, and even items like the pencil and paper our children use in school. We also share information with each other using telephones, newspapers, radio, and television to bridge the distances.

Travel in Different Ways * Give your children opportunities to travel by car, bus, bicycle, or on foot. Where you can, take other forms of transportation such as airplanes, trains, subways, ferries, barges, and horses and carriages. * Use a map to look at various routes you can take when you try different methods of transportation. * Watch travel programs on television. Follow the Movement of People and Things * Play the license plate game. How many different States' plates can you identify, and what, if anything, does the license plate tell you about each State? You don't have to be in a car to play. You can look at the license plates of parked cars, or those traveling by when you are walking. Children can keep a record of the States whose plates they have seen. They can color in those States on a map and illustrate them with characteristics described on the license plates. Some States have county names on their plates. If you live in one of these States, keeping track of the counties could be another interesting variation. * Go around your house and look at where everything comes from. Examine the labels of the clothes you wear and think of where your food comes from. Why do bananas come from Central America? Why does the milk come from the local dairy? Perhaps your climate is too cold for bananas, and the milk is too perishable to travel far. How did the food get to your house?

* Tell your children where your ancestors came from. Find your family's countries of origin, and chart the birthplaces of relatives on a map. You can plot the routes they followed before they arrived at their present location. Why did they leave their previous home? Where do all your relatives live now? * Have your children ask older relatives what their world was like when they were young. They can ask questions about transportation, heating and refrigeration, the foods they ate, the clothes they wore, and the schools they attended. Look at old pictures. How have things changed since Grandma was a child? Grandparents and great aunts and uncles are usually delighted to share their memories with the younger generation, and they can pass on a wealth of information.

Follow the Movement of Ideas and Information Ideas come from beyond our immediate surroundings. How do they get to us? Consider communication by telephone and mail, television, radio, telegrams, telefax, and even graffiti, posters, bumper stickers, and promotional buttons. They all convey information from one person or place to another. * By watching television and listening to the radio, your children will receive ideas from the outside world. Where dothe television shows they watch originate? What aboutradio shows? * Ask your children how they would communicate with other people. Would they use the phone or write a letter? Encourage them to write letters to relatives and friends. They may be able to get pen pals through school or a pen pal association. (Please see the listing in the back of this booklet.) Regions: How They Form and Change How can places be described or compared? How can the Earth be divided into regions for study? Geographers categorize regions in two basic ways--physical and cultural. Physical regions are defined by landform (continents and mountain ranges), climate, soil, and natural vegetation. Cultural regions are distinguished by political, economic, religious, linguistic, agricultural, and industrial characteristics.

Examine Physical Regions * Help your children understand physical regions by examining areas in your home. Is there an upstairs and a downstairs? Is there an eating area and a sleeping area? Are there other "regions" in your home that can be described?

* Look at the physical regions in your community. Some neighborhoods grew up around hills, others developed on waterfronts or around parks. What physical regions exist in your hometown? Examine Cultural Regions * Take your children to visit the different political, residential, recreational, ethnic, and commercial regions of your city. * Go to plays, movies, and puppet shows about people from different countries. These are often presented at libraries and museums. * Give children geography lessons by tying in with ethnic holiday themes. Provide children with regional or ethnic clothes to wear. Some museums and libraries provide clothes children can borrow. Holidays provide an opportunity to learn about the customs of people around the world. You can use the library to discover how other people celebrate special days. * Compare coins and stamps from other lands. They often contain information about the country. You may be able to find stamps from other countries where you work, or your children may get them from pen pals. Stamps tell many different kinds of things about a country, from its political leadership to native bird life. * Learn simple words in different languages. Teach your children to count to 10 in other languages. They can also learn simple words like "hello, .... goodbye," and "thank you." Look at the different alphabets or script from various regions. All these activities expose children to the abundance of the Earth's cultural treasures. Many libraries have language tapes and books, some especially for children. * If you have friends who are from different countries or have either travelled or lived abroad, invite them over to talk with your children. If they have pictures, so much the better. What languages do they speak? How are their customs or dress similar to or different from yours?

Conclusion Geography is a way of thinking, of asking questions, of observing and appreciating the world around us. You can help your children learn by providing interesting activities for them, and by prompting them to ask questions about their surroundings. Set a good example, and help your children build precise mental images, by always using correct terms. Say, "We are going north to New York to visit Grandma, or west to Dallas to see Uncle John," rather than "up to New York" or "down to

Dallas." Use words such as highway, desert, river, climate, and glacier; and explain concepts like city, State, and continent. Many of the words used in geography are everyday words. But, like any other field of learning, geography has a language of its own. (A glossary of basic geography terms appears in the back of this booklet.) Expose children to lots of maps and let them see you using them. Get a good atlas as well as a dictionary. Atlases help us ask, and answer, questions about places and their relationships with other areas. Many States have atlases that are generally available through an agency of the state government. The activities suggested in this booklet are only a few examples of the many ways that children learn geography. These activities are designed to help parents find ways to include geographic thinking in their children's early experiences. We hope they will stimulate your thinking and that you will develop many more activities on your own. References Backler, Alan; and Stoltman, Joseph. "The Nature of Geographic Literacy." ERIC Digest (no. 35). Bloomington, IN. 1986. Blaga, Jeffrey J.; and others. Geographic Review of Our World: A Daily Five-Minute Geography Program for Grades 3-11. GROW Publications. Racine, WI. 1987. Duea, Joan; and others. Maps and Globes: An Instructional Unit for Elementary Grades. University of Northern Iowa. Cedar Falls, IA. 1985. Geographic Education National Implementation Project. Walter G. Kernball (chair). K-6 Geography: Themes, Key Ideas, and Learning Opportunities. National Council for Geographic Education. Western Illinois University. Macomb, IL. 1984. Department of Education and Science. Geography from 5 to 16. HMSO Books. London. 1986. Hoehn, Ann. "Helping Children Get Their Hands on Geography" (unpublished activity guide). Milaca Public Schools. Milaca, MN. 1988. Joint Committee on Geographic Education. Guidelines for Geographic Education, Elementary and Secondary Schools. Association of American Geographers and National Council for Geographic Education. Washington, DC. 1984. National Council for the Social Studies. Strengthening Geography in the Social Studies, Bulletin 81. Salvatore J. Natoli (editor). Washington, DC. 1988. National Geographic Society. Geography: An International Gallup Survey. The Gallup Organization, Inc. Princeton, NJ. 1988.

National Geographic Society. "Geography: Making Sense of Where We Are." Geographic Education Program. Washington, DC. 1988. National Geographic Society. Geography Education Program. "Teaching Geography: A Model for Action." Washington, DC. 1988. Wilson-Jones, Ruth Anne. "Geography and Young Children: Help Give them the World" (unpublished paper). LaGrange, GA. 1988. Glossary altitude Distance above sea level. atlas A bound collection of maps. archipelago A group of islands or a sea studded with islands. bay A wide area of water extending into land from a sea or lake. boundaries Lines indicating the limits of countries, States, or other political jurisdictions. canal A man-made watercourse designed to carry goods or water. canyon A large but narrow gorge with steep sides. cape (or point) A piece of land extending into water. cartographer A person who draws or makes maps or charts. continent One of the large, continuous areas of the Earth into which the land surface is divided. degree A unit of angular measure. A circle is divided into 360 degrees, represented by the symbol *. Degrees, when applied to the roughly spherical shape of the Earth for geographic and

cartographic purposes, are each divided into 60 minutes, represented by the symbol '. delta The fan-shaped area at the mouth, or lower end, of a river, formed by eroded material that has been carried downstream and dropped in quantities larger than can be carried off by tides or currents. desert A land area so dry that little or no plant life can survive. elevation The altitude of an object, such as a celestial body, above the horizon; or the raising of a portion of the Earth's crust relative to its surroundings, as in a mountain range. equator An imaginary circle around the Earth halfway between the North Pole and the South Pole; the largest circumference of the Earth. glacier A large body of ice that moves slowly down a mountainside from highlands toward sea level. gulf A large arm of an ocean or sea extending into a land mass. hemisphere Half of the Earth, usually conceived as resulting from the division of the globe into two equal parts, north and south or east and west. ice shelf A thick mass of ice extending from a polar shore. The seaward edge is afloat and sometimes extends hundreds of miles out to sea. international date line An imaginary line of longitude generally 180째 east or west of the prime meridian. The date becomes one day earlier to the east of the line. island An area of land, smaller than a continent, completely surrounded by water. isthmus A narrow strip of land located between two bodies of

water, connecting two larger land areas. lagoon A shallow area of water separated from the ocean by a sandbank or by a strip of low land. lake A body of fresh or salt water entirely surrounded by land. latitude The angular distance north or south of the equator, measured in degrees. legend A listing which contains symbols and other information about a map. longitude The angular distance east or west of the prime meridian, measured in degrees. mountain A high point of land rising steeply above its surroundings. oasis A spot in a desert made fertile by water. ocean The salt water surrounding the great land masses, and divided by the land masses into several distinct portions, each of which is called an ocean. peak The highest point of a mountain. peninsula A piece of land extending into the sea almost surrounded by water. plain A large area of land, either level or gently rolling, usually at low elevation. plateau (or tableland) An elevated area of mostly level land, sometimes containing deep canyons. physical feature A land shape formed by nature.

population The number of people inhabiting a place. prime meridian An imaginary line running from north to south through Greenwich, England, used as the reference point for longitude. range (or mountain range) A group or chain of high elevations. reef A chain of rocks, often coral, lying near the water surface. reservoir A man-made lake where water is kept for future use. river A stream, larger than a creek, generally flowing to another stream, a lake, or to the ocean. scale The relationship of the length between two points as shown on a map and the distance between the same two points on the Earth. sea level The ocean surface; the mean level between high and low tides. strait A narrow body of water connecting two larger bodies of water. swamp A tract of permanently saturated low land, usually overgrown with vegetation. (A marsh is temporarily or periodically saturated.) topography The physical features of a place; or the study and depiction of physical features, including terrain relief. valley A relatively long, narrow land area lying between two areas of higher elevation, often containing a stream. volcano A vent in the Earth's crust caused by molten rock coming to the surface and being ejected, sometimes violently.

waterfall A sudden drop of a stream from a high level to a much lower level. Glossary, in part, courtesy of Hammond, Incorporated Free or Inexpensive Materials Maps The following places often provide free maps, although you will probably have to go in person or send a self-addressed stamped envelope in order to receive one: * State tourist agencies and local chambers of commerce publish walking tour maps or guidebooks to area attractions. * Local government offices, especially those dealing with public transportation, often provide free road maps. * Car rental companies. The Federal Government has hundreds of maps available. For a comprehensive listing, contact the Government Printing Office (GPO) bookstore in your area or the Superintendent of Documents, Government Printing Office, Washington, DC 20402. The GPO handles the printing and sales of items produced by government agencies. Some examples of what you might find there, or directly through the developing agency, include: * Schematic maps with historical data and park activities of the areas under the care of the U.S. National Park Service. Contact the particular site, or write to the Department of the Interior, U.S. National Park Service, P.O. Box 7427, Washington, DC 20013-7127. * Maps from the U.S. Geological Survey, the civilian mapmaking agency of the United States Government, covering a range of areas including National Wildlife Refuges to LANDSAT pictures of the Earth. For a catalog, write to the Earth Science Information Center, U.S. Geological Survey, 507 National Center, Reston, VA 22092. * A map of the United States showing the U.S. Wildlife Refuges. Write to the U.S. Fish and Wildlife Service, Division of Refuge, 18th and C Streets NW, Washington, DC 20204. * Maps of water recreation areas, from the Army Corps of Engineers. Write to Department of the Army, Corps of Engineers, 2803 52nd Avenue, Hyattsville, MD 20781-1102. * A wide selection of material is available from the National Aeronautics and Space Administration (NASA), 400 Maryland Avenue SW, Washington, DC 20546. Of particular interest are NASA Facts--Planet Earth Through the Eyes of LANDSAT 4 and Earth System Science. For a full list, ask for a copy of NASA Educational Publications.

Another source is The Map Catalog (Joel Makower, editor, and Laura Bergheim, associate editor), published in 1986 by Vintage Books of Random House. It is probably at your public library. Magazines Look for these magazines in your school or library: * Discover produced by Family Media, Incorporated; * World, published by the National Geographic Society; and * Ranger Rick and Your Big Backyard, published by the National Wildlife Federation. Pen Pal Organizations League of Friendship P.O. Box 509 Mt. Vernon, OH 43050 (6 14)392-3 166 Books Easy Reading and Picture Books: Anderson, Lonzo. Day the Hurricane Happened. Story of what a family does when a hurricane rips through their island. Bach, Alice. Most Delicious Camping Trip Ever. Exploits of twin bears on a camping trip. Balet, Jan. Fence, A Mexican Tale. Illustrations help tell the story of two Mexican families. Beskow, Elsa. Children of the Forest. A family of Tomten (small forest people) work and play through the four seasons in their Nordic home. Brenner, Barbara. Barto Takes the Subway. Barto lives in New York City. He and his sister take a trip on the subway. Brenner, Barbara. Wagon Wheels. Three young black brothers follow a map to their father's homestead on the Western plains. Brinckloe, Julie. Gordon Goes Camping. When Gordon decides to go camping, his friend Marvin tells him of all the things he will need for the trip. Buck, Pearl S. Chinese Children Next Door. A mother who had spent her childhood in China tells her children about her neighbors there. Burningham, John. Seasons. A series of pictures that define the

four seasons. Burton, Virginia Lee. Little House. A country house is unhappy when the city with all its houses and traffic grows up around it. Chonz, Selina. Bell for Ursli. A boy who lives in a tiny village in the mountains of Switzerland has an adventure when the spring festival comes. Cooney, Barbara. Miss Rumphius. One woman's personal odyssey through life to fulfill her grandfather's wish that she make the world more beautiful. Devlin, Wende and Harry. Cranberry Thanksgiving; Cranberry Christmas; Cranberry Mystery. A series of mystery-adventure tales set on the cranberry bog shore of Cape Cod. Dobrin, Arnold. Josephine's Imagination; A Tale of Haiti. Story of a young girl and her adventures in the Haitian market. Eiseman, Alberta. Candido. Paco, a Peruvian boy, loves his pet llama but knows that he must find a way to train the animal to work as other llamas do. Ets, Marie Hall. Gilberto and the Wind. A very little boy from Mexico finds that the wind is his playmate. Feelings, Muriel L. Jambo Means Hello. A Swahili alphabet book. Frasconi, Antonio. See and Say, Guarda e Parla, Mira y Habla, Regard et Parle. A picture book that gives words from four languages and prints each in a special color. Has a page of everyday expressions as well. Garelic, May. Down to the Beach. Boats, birds, shells, sand, waves, tides and all the fun and wonder of the beach are pictured in simple, rhythmic prose and beautiful watercolors. Goble, Paul. The Gift of the Sacred Dog and The Girl Who Loved Wild Horses. These stories, accompanied by beautiful pictures, are based on legends of the Native Americans. Green, Norma B. Hole in the Dike. Retells the familiar story of the young Dutch boy whose resourcefulness, courage and finger save his country from being destroyed by the sea. Hader, Berta. Reindeer Trail. The generous Laplanders bring their herds of reindeer all the way from Lapland to Alaska to help hungry Eskimos. Hoban, Tana. Over, Under & Through, and Other Spatial Concepts. A picture book on spatial concepts. Holling, Holling C. Paddle-to-the-Sea. Describes the journey of a toy canoe from the Great Lakes to the Atlantic Ocean. Kessler, Ethel. Big Red Bus. An illustrated bus ride for the very beginning reader. Krasilovsky, Phyllis. The First Tulips in Holland. Beautiful drawings about spring in Holland.

Kraus, Robert. Gondolier of Venice. The city of Venice is sinking into the sea, but Gregory, a proud gondolier, gets a clever and unusual idea to help the old city. Lamont, Bette. Island Time. A parent and child board the ferry that takes them to their very special island on Puget Sound. Lisowski, Gabriel. How Tevye Became a Milkman. Short tale, with illustrations of the Ukrainian countryside, based on the character also depicted in Fiddler on the Roof. McCloskey, Robert. Blueberries for Sal. Make Way for Ducklings. One Morning in Maine. Favorites from an award winning children's book author. Each describes a special journey and the difficulties in getting from one place to another. Mizumura, Kazue. If I Built a Village. An idealistic picture of what a village, town and city can be ends with a small boy building with blocks. Morrow, Suzanne Stark. Inatuk's Friend. Story of an Eskimo child who must move from one place to another. Musgrove, Margaret. Ashanti to Zulu: African Traditions. Read and observe 26 African tribes from A to Z. Peterson, Hans. Big Snowstorm. Illustrations and text picture events on a Swedish farm during a raging, January blizzard. Rockwell, Anne. Thruway. As a small boy rides along a thruway with his mother, he tells of all the things he sees. Shortall, Leonard. Peter in Grand Central Station. Peter takes his first trip alone, but when he gets to New York, his uncle is not there to meet him. Skorpen, Liesel Moak. We Were Tired of Living in a House. Four small children pack their bags and leave home to find a new and better house. Spier, Peter. People. Explores the enormous diversity of the world's population. Looks at various cultures, homes, foods, games, clothing, faces, and religions. Van Woerkom, Dorothy. Abu Ali: Three Tales of the Middle East. Abu Ali is fooled by his friends, tricks them in turn and even fools himself in three humorous stories of trickery based on folklore of the Middle East. Books to Read Aloud or for Better Readers: Brink, Carol Ryrie. Caddie Woodlawn. These stories convey the flavor of pioneer life through the eyes of a little girl who lived in Wisconsin a century ago. Bulla, Clyde Robert. A Lion to Guard Us. This is a story of the founding fathers of the Jamestown colony and the families they left behind in England. DeJong, Meindert. Wheel on the School. Children of Shora, a Netherlands village, are determined to bring storks back to

their town. Dodge, Mary Mapes. Hans Brinker, or The Silver Skates. Poor Dutch children long to compete in a skating contest. DuBois, William Pene. The Twenty-one Balloons. In the fall of 1883, Professor William Waterbury Sherman sets forth from San Francisco on a balloon expedition around the world. Hansen, Judith. Seashells in My Pocket: A Child's Guide to Exploring the Atlantic Coast from Maine to North Carolina. A look at seashells on Atlantic Coast beaches. Henry, Marguerite. Misty of Chincoteague. A story of the wild ponies that live on an island off the eastern shore of Virginia, and of one freedom-loving pony. Kelly, Eric. The Trumpeter of Krakow. Mystery story centering around an attack on the ancient city of Krakow in medieval Poland. Milne. A.A. The House at Pooh Corner; Winnie-the-Pooh. Christopher Robin and his friends have adventures and tell stories. Mowat, Farley. Owls in the family. This is a story of the author's boyhood on the Saskatchewan prairie, raising dogs, gophers, rats, snakes, pigeons, and owls. McNulty, Faith. Hurricane. This is a nature story that takes place when a family struggles against a hurricane. Spyri, Johanna. Heidi. Story of a young girl who goes to live with her grandfather in the Swiss Alps. She is then taken by her aunt to live in the city and struggles to return to her grandfather. Steig, William. Abel's Island. A mouse lives for a year in the wilderness until his wit and courage take him back home. Wilder, Laura Ingalls. The Little House series. Documents the life of the author and her husband a century ago. Wyss, Johann. Swiss Family Robinson. The adventures of a Swiss family shipwrecked on a desert island. Atlases and other reference guides for young people: Big Blue Marble Atlas. Paula Brown and Robert Garrison. Ideals Publishing group. Milwaukee. 1988. Discovering Maps: A Young Person's Atlas. Hammond Incorporated. Maplewood, N.J. 1989. Doubleday Children's Atlas. Jane Oliver, editor. Doubleday. New York. 1987. Facts on File Children's Atlas. David and Jill Wright. Facts on File Publications. New York. 1987. Life Through the Ages. Giovanni Caselli. Grossett and Dunlop.

New York. 1987. Picture Atlas of Our World. National Geographic Society. Washington, D.C. 1979. Picture Encyclopedia of the World for Children. Bryon Williams and Lynn Williamson. Simon and Schuster. New York. 1984. Rand McNally Children's Atlas of the World. Bruce Ogilvie. Rand McNally and Co., Inc. Chicago. 1985. Rand McNally Student's World Atlas. Rand McNally and Co. Chicago. 1988. Usborne Book of World Geography. Jenny Tyler, Lisa Watts, Carol Bowyer, Roma Trundle and Annabel Warrender. Usborne Publishing, Ltd. London. 1984. Acknowledgments This project could not have been completed if it were not for the help of many dedicated people. Thanks to those who shared their ideas and materials on geography and early childhood--Mark Bockenhauer of the National Geographic Society, teachers Ann Hoehn, Judy Ludovise, and Ruth Anne Wilson-Jones, and Salvatore Natoli of the National Council for the Social Studies. Thanks to the same group for reviewing the final document and to Pat Bonner of the Consumer Information Center, Robert Burch and technical staff of Hammond, Incorporated, and George Zech of the Duncan Oklahoma Schools. Thanks to the National Mapping Division of the United States Geological Survey for becoming involved in the development of this document and for making it available to a broader audience. In addition, thanks to Ann Chaparos for the cover design and help on the layout. Last, but not least, thanks to the staff of the Office of Educational Research and Improvement for helping make the draft into a booklet--Cynthia Dorfman, Kate Dorrell, Lance Ferderer, Mark Travaglini, Tim Burr, and Phil Carr. City maps, time zone map, and mileage chart courtesy of Hammond Incorporated, Maplewood, NJ.

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Helping Your Child Get Ready for School with activities for children from birth through age 5

Foreword "Why" This is the question we parents are always trying to answer. It's good that children ask questions: that's the best way to learn. All children have two wonderful resources for learning--imagination and curiosity. As a parent, you can awaken your children to the joy of learning by encouraging their imagination and curiosity. Helping Your Child Get Ready for School is one in a series of books on different education topics intended to help you make the most of your child's natural curiosity. Teaching and learning are not mysteries that can only happen in school. They also happen when parents and children do simple things together. For instance, you and your child can: sort the socks on laundry day--sorting is a major function in math and science; cook a meal together--cooking involves not only math and science but good health as well; tell and read each other stories--storytelling is the basis for reading and writing (and a story about the past is also history); or play a game of hopscotch together--playing physical games will help your child learn to count and start on a road to lifelong fitness. By doing things together, you will show that learning is fun and important. You will be encouraging your child to study, learn, and stay in school. All of the books in this series tie in with the National Education Goals set by the President and the Governors. The goals state that, by the year 2000: every child will start school ready to learn; at least 90 percent of all students will graduate from high school; each American student will leave the 4th, 8th, and 12th grades demonstrating competence in core subjects; U.S. students will be first in the world in math and science achievement; every American adult will be literate, will have the skills necessary to compete in a global economy, and will be able to exercise the rights and responsibilities of citizenship; and American schools will be liberated from drugs and violence so they can focus on learning. This book is a way for you to help meet these goals. It will give you a short rundown on facts, but the biggest part of the book is made up of simple, fun activities for you and your child to do together. Your child may even beg you to do them. As U.S. Education Secretary Lamar Alexander has said: The first teachers are the parents, both by example and conversation. But don't think of it as teaching. Think of it as fun. So, let's get started. I invite you to find an activity in this book and try it.

Diane Ravitch Assistant Secretary and Counselor to the Secretary Contents Foreword Acknowledgments Learning Begins Early It Mean To Be Ready for School? Activities Birth to 1 Year Developing Trust Touch and See! 1 to 2 Years Shop till You Drop Puppet Magic Moving On 2 to 3 Years Read to Me! Music Makers Play Dough 3 to 4 Years Kitchen Cut-Ups Scribble, Paint, and Paste Chores 4 to 5 Years "Hands-on" Math Getting Along My Book What About Kindergarten? Appendices Good Television Habits Choosing Child Care Ready-for-School Checklist Notes Acknowledgments This book has been made possible with help from the following people who reviewed early drafts or provided information and guidance: Teresa Grish, a Vienna, Virginia, homemaker; Sharon Lynn Kagan, Yale University's Bush Center in Child Development and Social Policy; Evelyn Moore, National Black Child Development Institute, Inc.; Cynthia Newson, Women's Educational Equity Act Publishing Center; Douglas Powell, Purdue University; Heather Weiss, Harvard Family Research Project; Barbara Wilier, National Association for the Education of Young Children; E. Dollie Wolverton, U.S. Department of Health and Human Services; Lisa Hoffman and Johna Pierce, U.S. Department of Agriculture; Carolyn Pinney, a Minneapolis, Minnesota, preschool teacher; Marilynn Taylor, a

St. Paul, Minnesota, freelance writer and editor; and many individuals within the U.S. Department of Education. Special thanks to Leo and Diane Dillon for their advice on how to work with illustrators.

Nancy Paulu has been a writer and editor for the U.S. Department of Education since 1986 and is the author of several books on education reform for the Department. Previously, she was an assistant editor of the Harvard Education Letter and a newspaper reporter in Minneapolis, Minnesota, and Quincy, Massachusetts. She has also been a commentator and interviewer on public television. She received her bachelor's degree from Lawrence University and a master's degree in education from Harvard as a Bush Leadership Fellow. She lives with her husband and young daughter in Washington, DC. Annie Lunsford has been a freelance illustrator since 1975. Her works include a Children's Hospital calendar, a book for Ronald McDonald House, slide shows for the National Institutes of Health, and a Christmas card for Ringling Brothers. Her work has been recognized by The Advertising Club of New York, the Society of Illustrators, and The Printing Industry of America. Lunsford lives and works in Arlington, Virginia. Learning Begins Early The road to success in school begins early. Good health, loving relationships, and opportunities to learn all help preschool children do well later in life. But many parents wonder, "How can I give these things to my child?" This book is for all of you who have asked this question. It's for parents, grandparents, and others who want to know what to do to help young children get ready for school. Throughout the preschool years, you can do many simple things to help your child grow, develop, and have fun learning. This book: * Describes the qualities and skills that youngsters need to get a good start in kindergarten; * Tells what to expect from preschoolers each year from birth to age 5; * Suggests easy activities that help children grow and develop; and * Explains how to encourage enthusiasm toward school and teachers and make it easier for children to adjust to kindergarten. Special sections in the back of the book tell how to monitor television viewing and find good programs; and explain how to find suitable child care. Parents and caregivers are busy people. Most of us have many responsibilities: jobs outside the home, laundry to wash,

and groceries to buy. When we are tired and under stress, it's often hard to feel we are being the best parents.

But however busy we may be, there are lots of things we can do to help our children get ready for school--little things that make a big difference. Many of them cost little or nothing and can be done as you go about your daily routines. Mothers and fathers aren't the only people who help children get ready for school. Entire communities share this job. Businesses, schools, government agencies, and religious and civic organizations help out. So do day care providers, doctors and other health professionals, elected officials, relatives, and neighbors. But no one is more important than parents, because life's most basic lessons are learned early and at home. The first 5 years are when the groundwork for future development is laid.

What Does It Mean To Be Ready for School? There is no one quality or skill that children need to do well in school, but a combination of things contributes to success. These include good health and physical wellbeing, social and emotional maturity, language skills, an ability to solve problems and think creatively, and general knowledge about the world. As you go about helping your child develop in each of these areas, remember * Children develop at different rates, and * Most children are stronger in some areas than in others. Remember, too, that being ready for school depends partly on what the school expects. One school may think it's very important for children to sit quietly and know the alphabet. Another may believe it's more important for children to get along well with others. Children who match the school's expectations may be considered better prepared. You may want to visit your child's school to learn what the principal and teachers expect and discuss any areas of disagreement. While schools may have different priorities, most educators agree that the following areas are important for success. Good Health and Physical Well-Being Young children need nutritious food, enough sleep, safe places to play, and regular medical care. These things help children get a good start in life and lessen the chances that they will later have serious health problems or trouble

learning.

Good health for children begins before birth with good prenatal care. Visit a doctor or medical clinic throughout your pregnancy. In addition, eat nourishing foods, avoid alcohol, tobacco, and other harmful drugs, and get plenty of rest. Pregnant women who don't take good care of themselves increase their chances of giving birth to children who * Are low in birth weight, making them more likely to have lifelong health and learning problems; * Develop asthma; * Are mentally retarded; * Develop speech and language problems; * Have short attention spans; or * Become hyperactive. If your child already has some of these problems, it is a good idea to consult your doctor, your school district, or community agencies as soon as possible. Many communities have free or inexpensive services to help you and your child. Good health for children continues after birth with a balanced diet. School-aged children can concentrate better in class if they eat nutritionally balanced meals. These should include breads, cereals, and other grain products; fruits; vegetables; meat, poultry, fish and alternatives (such as eggs and dried beans and peas); and milk, cheese, and yogurt. Avoid too many fats and sweets. Children aged 2-5 generally can eat the same foods as adults but in smaller portions. Your child's doctor or clinic can provide advice on feeding babies and toddlers under the age of 2. Federal, state, and local aid is available for parents who need food in order to make sure their children get a balanced diet. The federal nutrition program, called the Special Supplemental Food Program for Women, Infants, and Children (WIC), distributes food to more than 5.4 million low-income women and their children through about 8,200 service centers across the country. Food stamps also are available for many families with children. For information and to find out if you are eligible, contact your local or state health department. Preschoolers require regular medical and dental checkups and immunizations. It's important to find a doctor or a clinic where children can receive routine health care as well as special treatment if they are sick or injured. Children need immunizations beginning around the age of 2 months to prevent nine diseases: measles, mumps, German measles (rubella), diphtheria, tetanus, whooping cough, Hib (Haemophilus influenzae type b), polio, and tuberculosis. These diseases can have serious effects on physical and mental

development. Regular dental checkups should begin at the latest by the age of 3. Preschoolers need opportunities to exercise and develop physical coordination. To learn to control large muscles, children need to throw balls, run, jump, climb, and dance to music. To learn to control small muscles, particularly in the hands and fingers, they need to color with crayons, put together puzzles, use blunt-tipped scissors, and zip jackets. In kindergarten, they will build upon these skills.

Parents of youngsters with disabilities should see a doctor as soon as a problem is suspected. Early intervention can help these children develop to their full potential. Social and Emotional Preparation Young children are often very excited about entering school. But when they do, they can face an environment that's different from what they are used to at home or even in preschool. In kindergarten, they will need to work well in large groups and get along with new adults and other children. They will have to share the teacher's attention with other youngsters. The classroom routines may also be different. Most 5-year-olds do not start school with good social skills or much emotional maturity. These take time and practice to learn. However, children improve their chances for success in kindergarten if they have had opportunities to begin developing these qualities: Confidence. Children must learn to feel good about themselves and believe they can succeed. Confident children are more willing to attempt new tasks--and try again if they don't succeed the first time. Independence. Children need to learn to do things for themselves. Motivation. Children must want to learn. Curiosity. Children are naturally curious and must remain so in order to get the most out of learning opportunities. Persistence. Children must learn to finish what they start. Cooperation. Children must be able to get along with others and learn to share and take turns. Self-control. Preschoolers must understand that some behaviors, such as hitting and biting, are inappropriate. They need to learn that there are good and bad ways to express anger. Empathy. Children must learn to have an interest in others and understand how others feel. Parents, even more than child care centers and good

schools, help children develop these skills. Here are some ways you can help your child acquire these positive qualities: Youngsters must believe that, no matter what, someone will look out for them. Show that you care about your children. They thrive when they have parents or other caregivers who are loving and dependable. Small children need attention, encouragement, hugs, and plenty of lap time. Children who feel loved are more likely to be confident. Set a good example. Children imitate what they see others do and what they hear others say. When parents exercise and eat nourishing food, children are more likely to do so. When parents treat others with respect, their children probably will, too. If parents share things, their children will learn to be thoughtful of others' feelings. Have a positive attitude toward learning and toward school. Children come into this world with a powerful need to discover and to explore. Parents need to encourage this curiosity if children are to keep it. Enthusiasm for what children do ("You've drawn a great picture!") helps to make them proud of their achievements.

Children also become excited about school when their parents show excitement. As your child approaches kindergarten, talk to him about school. Talk about the exciting activities in kindergarten, such as going on field trips and making fun art projects. Be enthusiastic as you describe what he will learn in school--how to read and measure and weigh things, for example. Provide opportunities for repetition. It takes practice to crawl, pronounce new words, or drink from a cup. Children don't get bored when they repeat things. Instead, repeating things until they are learned helps youngsters build the confidence needed to try something new. Use appropriate discipline. All children need to have limits set for them. Children whose parents give firm but loving discipline are generally more skilled socially and do better in school than children whose parents set too few or too many limits. Here are some tips. * Direct children's activities, but don't make unnecessary restrictions or try to dominate. * Offer reasons when asking your child to do something (For example, say, "Please move the toy truck off the stairs so no one falls over it"--not, "Do it because I said so."). * Listen to your children to find out how they feel and whether they need any special support. * Show love and respect when you are angry. Criticize a child's behavior but not the child (For example, say, "I love you, but it is not okay for you to draw pictures on the walls. I get angry when you do that."). * Help your children make choices and work out problems (You might ask your 4-year-old, "What can we do to keep Kevin from knocking over your blocks?").

* Be positive and encouraging. Praise your child for a job well done. Smiles and encouragement go much further to shape good behavior than harsh punishment. Let children do many things by themselves. Young children need to be closely watched. But they learn to be independent and to develop confidence by doing tasks such as dressing themselves and putting their toys away. It's also important to let them make choices, rather than deciding everything for them. Remember to give them a choice only when there really is one. Encourage your children to play with other children and be with adults who are not family members. Preschoolers need these social opportunities to learn to see the point of view of others. Young children are more likely to get along with teachers and classmates if they already have had experiences with different adults and children. Language and General Knowledge Kindergarteners participate in many activities that require them to use language and to solve problems. Children who can't or don't communicate easily may have problems in school. There are many things you can do to help children learn to communicate, solve problems, and develop an understanding of the world. You can Give your child opportunities to play. Play is how children learn. It is the natural way for them to explore, to become creative, and to develop academic and social skills. Play helps them learn to solve problems--for example, a wagon tips over, and children must figure out how to get it upright again. Children learn about geometry, shapes, and balance when they stack up blocks. Playing with others helps children learn how to negotiate.

Talk to your children, beginning at birth. Babies need to hear your voice. A television or the radio can't take the place of your voice because it doesn't respond to coos and babbles. The more you talk to your baby, the more he will have to talk about as he gets older. Talking with children broadens their understanding of language and of the world. Everyday activities, such as eating dinner or taking a bath, provide opportunities to talk, sometimes in detail, about what's happening and respond to your child. "First let's stick the plug in the drain. Now we'll turn on the water. I see you want to put your rubber duck in the bathtub. That's a good idea. Look, it's yellow, just like the rubber duck on 'Sesame Street.'" Listen to your children. Children have their own special thoughts and feelings, joys and sorrows, hopes and fears. As their language skills develop, encourage them to talk. Listening is the best way to learn what's on their minds and to

discover what they know and don't know, and how they think and learn. It also shows children that their feelings and ideas are valuable. Answer questions and ask questions, particularly ones that require more than a "yes" or "no" response. While walking in a park, for example, most 2- and 3-year-olds will stop to pick up leaves. You might point out how the leaves are the same, and how they are different. With older children you might ask, "What else grows on trees?" Questions can help children learn to compare and classify things. Answer your children's questions thoughtfully and, whenever possible, encourage them to answer their own questions. If you don't know the answer to a question, say so. Then together with your child try to find the answer.

Read aloud to your children every day. Reading can begin with babies and continue throughout the preschool years. Even though they don't understand the story or the poem, reading together gives children a chance to learn about language, enjoy the sound of your voice, and be close to you. You don't have to be an excellent reader for your child to enjoy this time together. You may also want to take your child to a local library that offers special story hours. Make reading materials available. Children develop an interest in language and in reading much sooner if they have books and other reading materials around their homes. Monitor television viewing. Next to parents, television may be our children's most influential teacher. Good television can introduce children to new worlds and promote learning, but poor or too much TV can be harmful. Be realistic about your children's abilities and interests. Children usually do best in school when parents estimate their abilities correctly. Parents must set high standards and encourage their preschoolers to try new things. Children who aren't challenged become bored. But ones who are pushed along too quickly, or are asked to do things that don't interest them, can become frustrated and unhappy. Try to keep your children from being labeled. Labels such as "dumb" or "stupid" have a powerful effect on a child's confidence and school performance. Remember to praise your child for a job well done.

Provide opportunities to do and see things. The more varied the experiences that children have, the more they learn about the world. No matter where you live, your community can provide new experiences. Go for walks in your neighborhood, or go places on the bus. Visit museums, libraries, zoos, and other community resources. If you live in the city, spend a day in the country (or if you live in the country, spend a day in the city). Let your children hear and make music, dance, and paint. Let them participate in activities that help to develop their

imaginations and let them express their ideas and feelings. The following activities can provide your children with these opportunities.

Activities The activities in this section are simple and are designed to prepare children for school. Most of them grow out of the routine things parents do everyday. Each section is organized by ages. An age grouping begins with "What to expect"--a list of qualities and behaviors typical of these children. This is followed by "What they need"--a list of things that help these children grow and learn. In a box near the end of each activity are explanations for those who want them. As you go through this section, it is good to remember these points: Children learn at their own pace. Most move through similar developmental stages, but they have their own timetables. Therefore, the "What to expect" and the "What they need" sections, as well as the ages suggested for the activities, will vary from child to child. An activity listed for a youngster between the ages of 2 and 3 may be fine for one who is younger. Or it may not interest another until he has passed his third birthday. Some of these activities, while listed under a particular age, are important for all young children. Reading and listening to music, for example, can benefit children from the time they are born. By modifying an activity, you can enable your child to continue to enjoy it as he grows and develops. The symbols next to the activities can guide you.

for an infant (birth to 1)

for a toddler (ages 2 to 3)

for a preschooler (ages 4 to 5).

Find activities that interest your child. If the one you picked out is too hard, your child may get discouraged. If it's too easy, he may get bored. Or if your child seems uninterested, try another time. Often children's interests change as they grow and develop. Try to give toddlers and older children a choice of activities so they learn to think for themselves. The activities are meant to be fun. Be enthusiastic and avoid lecturing to preschoolers on what they are learning. If your child enjoys the activity, his excitement for learning

will increase. Finally, be sure to make safety a top priority. With that caution in mind, flip through the following pages and find some activities that you and your child can enjoy together.

Birth to 1 Year What to expect Babies grow and change dramatically during their first year. They begin to * Develop some control over their bodies. They learn to hold up their heads; roll over; sit up; crawl; stand up; and, in some cases, walk. * Become aware of themselves as separate from others. They learn to look at their hands and toes and play with them. They learn to cry when parents leave, and they recognize their name. * Communicate and develop language skills. First babies cry and make throaty noises. Later they babble and say mama and dada. Then they make lots of sounds and begin to name a few close people and objects. * Play games. First they play with their hands. Later they show an interest in toys, enjoy "putting in and taking out" games, and eventually carry around or hug dolls or stuffed toys. * Relate to others. First they respond to adults more than to other babies. Later they notice other babies but tend to treat them like objects instead of people. Then they pay attention when other babies cry. What they need Babies require * A loving caregiver who can respond to their cries and gurgles; * Someone who gets to know their special qualities; * Someone to keep them safe and comfortable; * Opportunities to move about and practice new physical skills; * Safe objects to look at, bat, grab, bang, pat, roll, and examine; * Safe play areas; and * Opportunities to hear language and to make sounds.

Developing Trust

Newborn babies need to become attached to at least one person who provides security and love. This first and most basic emotional attachment is the start for all human relationships. What you'll need Loving arms Music What to do 1. Include happy rituals in your baby's schedule. For example, at bedtime, sing the same song every night, rock her, or rub her tummy. 2. Pick up your crying baby promptly. Try to find out what's wrong. Is she hungry?. Wet? Bored? Too hot? Crying is your baby's way of communicating. By comforting her you send the message that language has a purpose and that someone wants to understand. 3. Gently move your newborn's arms and legs. Or tickle her lightly under the chin or on the tummy. When she starts to control her head, lie on the floor and put her on your chest. Let her reach for your nose or grab your hair. Talk to her and name each thing she touches. 4. Sing and cuddle with your baby. Hold her snuggled in your arms or lying face up on your lap with her head on your knees. Make sure the head of a newborn is well-supported. Sing a favorite lullaby. To entertain your baby, sing an active song. For example: If you're happy and you know it, clap your hands! If you're happy and you know it, clap your hands! If you're happy and you know it, and you want the world to know it, If you're happy and you know it, clap your hands! If you don't know lullabies or rhymes for babies, make up your own! 5. Dance with your baby. To soothe her when she's upset, put her head on your shoulder and hum softly or listen to recorded music as you glide around the room. To amuse her when she's cheerful, try a bouncy tune.

Feeling your touch, hearing your voice, and enjoying the comfort of physical closeness all help a baby to develop trust. Touch and See!

Babies are hard at work whenever they are awake, trying to learn all about the world. To help them learn, they need many different safe things to play with and inspect. Objects you have around your home offer many possibilities. What you'll need A splinter-free wooden spoon with a face drawn on the bowl Different textured fabrics, such as velvet, cotton, corduroy, terry cloth, satin, burlap, and fake fur An empty toilet paper or paper towel roll Pots, pans, and lids An old purse or basket with things to put in and take out Measuring cups and spoons Boxes and plastic containers Large spools Noisemakers (rattles, keys, a can filled with beans) What to do 1. Put one or two of the items to the left in a safe play area where your baby can reach them (more than two may confuse him). 2. Let your baby look at, touch, and listen to a variety of objects. Ones that are brightly colored, have interesting textures, and make noises are particularly good. Be sure that any item you give your baby will be safe in his mouth, since that's where it probably will end up. 3. Use these items for all age groups. Many of them will continue to interest toddlers and older preschoolers. For example, babies love to inspect a paper towel roll. But with a 4-year-old, it can become a megaphone for talking or singing, a telescope, or a tunnel for a toy car.

Babies begin to understand how the world works when they see, touch, hold, and shake things. Inspecting things also helps them coordinate and strengthen their hand muscles. 1 to 2 Years

What to expect Children this age are * Energetic (walk more steadily, run, push, pull, take apart, carry, and climb on and grab things); * Self-centered; and * Busy (like to flip light switches, pour things in and out of containers, unwrap packages, and empty drawers). Between their first and second birthdays, they * Like to imitate the sounds and actions of others (by pretending to do housework or yardwork, for example); * Want to be independent and do it themselves (and express this by saying "No!"); * Can be clingy; * Can have relatively short attention spans if not involved in an activity; * Add variations to theft physical skills (by walking backwards or sideways, for example); * Begin to see how they are like and unlike other children; * Become more sensitive to the moods of others; * Play alone or alongside other toddlers; and * Increase their vocabularies from about 2 or 3 words to about 250 words and understand more of what people say to them. What they need Children this age require * A safe environment for exploring; * Opportunities to make their own choices ("Do you want the red cup or the blue one?"); * Clear and reasonable limits; * Opportunities to use big muscles (in the arms and legs, for example); * Opportunities to manipulate small objects, such as puzzles and stackable toys; * Activities that allow them to touch, taste, smell, hear, and see new things;

* Chances to learn about "cause and effect"--that things they do produce certain results (when a stack of blocks gets too high it will fall over); * Opportunities to develop and practice their language skills; and * Chances to learn about kindness and caring.

Shop till You Drop

Shopping is just one of many routines that can help your child learn. lt's especially good for teaching new words and introducing preschoolers to new people and places. What you'll need A short shopping list

Shopping is one of many ways to surround children with meaningful talk. They need to hear a lot of words in order to learn to communicate themselves. It's particularly helpful when you talk about the "here and now"--things that are going on in front of your child. What to do 1. Pick a time when neither you nor your child is hungry or tired. 2. At the grocery store, put your child in the grocery cart so that he faces you. Take your time as you walk up and down the aisles. 3. Talk about what you are seeing and doing: "First, we're going to buy some cereal. See, it's in a big red and blue box. Listen to the great noise it makes when I shake the box. Can you shake the box? Now we're going to pay for the groceries. We'll put them on the counter while I get out the money. The cashier will tell us how much we have to pay." 4. Let your child feel the items you buy--a cold carton of milk, for example, or the skin of an orange. Talk to your child about the items. "The skin of the orange is rough and bumpy. Can Rochelle feel the skin?" 5. Be sure to name objects you see on a shopping trip.

6. Let your child touch a soft sweater or try on a hat or a mitten. Find a mirror so he can see himself. Talk as you go. "Feel how soft the sweater is. Who's that in the mirror? Is that Andre?" 7. Let your child practice his "hi's" and "bye-byes" on clerks and other shoppers on your outings. 8. Keep talking, keep moving, and let your child "help." "In this store we need to buy some buttons. You can hold the cloth next to the buttons so I can find the right color." Putting your toddler's hands in the right position can help him learn to understand your directions. 9. Leave for home before your child gets grumpy.

Puppet Magic

Puppets can be fascinating. Children know that puppets are not alive. And yet, they move and talk like real living things. Try making one at home. What you'll need An old clean sock Buttons (larger than 1 inch in diameter to prevent swallowing) Needle and thread Red fabric Ribbon An old glove Felt-tipped pens Nontoxic glue Yarn

What to do 1. Sock puppet. Use an old clean sock. Sew on buttons for eyes and nose. Paste or sew on a piece of red fabric for the mouth. Put a bow made from ribbon at the neck. 2. Finger puppets. Cut the ends off the fingers of an old glove. Draw faces on the fingers with felttipped pens. Glue yarn on for hair. 3. Have the puppet talk to your child. "Hello. My name is Tanya. What a great T-shirt you have on! I like the rabbit on the front of your T-shirt." Or have the puppet sing a simple song. Change your voice when the puppet talks or sings. 4. Encourage your child to speak to the puppet.

5. Put finger puppets on your child to give him practice moving his fingers one at a time. 6. The next time you want help cleaning up, have the puppet make the request: "Hello, Maria. Let's put these crayons back in the box and these toys back on the shelves. Can you get me the ball?"

Puppets provide another opportunity to talk to children and encourage them to speak. They also help children learn new words, use their imaginations, and develop their hand and finger coordination. Children will make many mistakes when they learn to talk. Instead of correcting them directly, reply by using the right grammar. For example, if your child says, "Michael done it," reply, "Yes, David, Michael did it." Speak slowly and clearly so that your child can imitate your speech. Use full, but short sentences, and avoid baby talk. Moving On

Toddlers love to explore spaces and climb over, through, and into things. What you'll need Stuffed animal or toy Large cardboard boxes Pillows A large sheet A soft ball A large plastic laundry basket Elastic Bells What to do 1. Pillow jump. Give your toddler some pillows to jump into. Toddlers usually figure out how to do this one on their own! 2. Box car. Give your toddler a large box to push around the room. He may want to take his stuffed animal or toy for a ride in it. If the box isn't too high--you'll most likely find your toddler in there, too! 3. Basketball. Sit about 3 feet away from your toddler and hold out a large plastic laundry basket. Let him try throwing a ball into the basket. 4. Table tent. Cover a table with a sheet that's big enough

to reach the ground on all sides. This makes a great playhouse that's particularly good for a rainy day. Watch out for bumped heads! 5. Jingle bells. Sew bells onto elastic that will fit comfortably around your child's ankles. Then watch (and listen to) the fun while he moves about or jumps up and down.

These skills help children gain control over their large muscles. They also help children learn important concepts such as up, down, inside, outside, over, and under. 2 to 3 Years What to expect Children this age are * Becoming more aware of others and their own feelings; * Often stubborn and may have temper tantrums; * Developing a great interest in other children and enjoy being near them (although they are usually selfcentered); * Able to jump, hop, roll, and climb; * Developing an interest in pretend play--playing at keeping house, for example, or pretending to cook and care for a baby; * Expanding their vocabularies (from about 250 to 1,000 words during the year); and * Putting together 2, 3, and 4-word sentences. What they need Children this age require opportunities to * Develop hand coordination (with puzzles or large beads to string or by scribbling, for example); * Do more things for themselves, such as putting on clothing; * Sing, talk, and develop their language; * Play with other children; * Try out different ways to move their bodies; and * Do things in the community, such as taking walks and visiting libraries, museums, informal restaurants, parks, beaches, and zoos.

Read to Me!

The single most important way for children to develop the knowledge they need to succeed in reading is for you to read aloud to them--beginning early. What you'll need Good books A children's dictionary (preferably a sturdy one) Paper, pencils, crayons, markers

What to do 1. Read aloud to your child every day. From birth to 6 months your baby probably won't understand what you're reading, but that's okay. You can get her used to the sound of your voice and used to seeing and touching books. 2. To start out, use board books with no words or just a few words. Point to the colors and the pictures and say their names. Simple books can teach children things that will later help them learn to read. For example, they learn about the structure of language--that there are spaces between the words and that the print goes from left to right. 3. Tell stories. Encourage your child to ask questions and talk about the story. Ask her to predict what will come next. Point to things in books that she can relate to in her own life: "Look at the picture of the penguin. Do you remember the penguin we saw at the zoo?" 4. Look for reading programs. If you aren't a good reader, programs in your community like Even Start can provide opportunities for you to improve your own reading and to read with your child. Friends and relatives can also read to your child, and senior citizen volunteers are available in many communities to do the same. 5. Buy a children's dictionary--if possible, one that has pictures next to the words. Then start the "let's look it up" habit. 6. Make writing materials available. 7. Watch educational TV. Programs such as "Sesame Street" and "Mr. Rogers' Neighborhood" help your child learn the alphabet and the sounds they represent.

8. Visit the library often. Begin making weekly trips to the library when your child is very young. See that your child gets a library card as soon as possible. Many libraries issue cards to children as soon as they can print their names (you'll have to countersign for them). 9. Read yourself. What you do sets an example for your child.

The ability to read and understand makes for better students and leads to better job opportunities and a lifetime of enjoyment.

Music Makers

Music is a way to communicate that all children understand. It's not necessary for them to follow the words to a song. It makes them happy just to hear the comfort in your voice or on the recording or to dance to a peppy tune. What you'll need Your voice Music Music makers (rattles, a can filled with beans or buttons, empty toilet paper rolls, pots, pans, plastic bowls)

What to do 1. Sing a lullaby to a cranky infant. 2. As children approach their first birthdays, they begin to like making music themselves. Have them try banging a wooden spoon on pots, pans, or plastic bowls; shaking a large rattle or shaking a plastic container filled with beans, buttons, or other noisy items (make sure the container is securely closed); and blowing through empty toilet paper rolls. 3. As toddlers pass their first birthdays, they can actively participate in nursery rhymes, even if they can't recite the words. They can imitate hand movements, clap, or hum along. 4. As preschoolers become more physically coordinated, encourage them to move to the music. They can twirl, spin, jump up and down, tiptoe, or sway.

5. Here are some tips for getting young children to sing: * Sing yourself. Sing fairly slowly so children join in and enjoy themselves. Discourage shouting. * Start with simple chanting. Pick a simple melody, such as "Mary Had a Little Lamb," and sing "la, la, la." Add the words later.

Introduce music to your children early. Listening to you sing will help them learn to make their voices go up and down--even if you can't carry a tune! Music and dance teach preschoolers to listen, to coordinate hand and finger movements, and to express themselves creatively. Play Dough

Young children love to play with dough. And no wonder! They can squish and pound it and form it into fascinating shapes. Here's a recipe to make at home. What you'll need 2 cups flour 1 cup salt 4 teaspoons cream of tartar 2 cups water 2 tablespoons cooking oil Food coloring Food extracts (almond, vanilla, lemon, or peppermint) 1 medium saucepan Things to stick in the dough (popsicle sticks, straws) Things to pound with (like a toy mallet) Things to make impressions with (jar lids, cookie cutters, or bottle caps) What to do 1. Add the food coloring to the water. Then mix all of the ingredients together in a pan. 2. Cook over medium heat, stirring until it forms a soft ball. 3. Let the mixture cool. Knead slightly. Add food extracts to different chunks of the dough if you want different smells.

4. Give some to your toddler or preschooler, so he can pound it, stick things in it, make impressions in it, and create all kinds of things.

Play dough is a great way to develop hand muscles and be creative. And cooking together, with all the measuring, is the perfect way to begin learning mathematics. Letting your child handle some dough while it is still slightly warm and some when it has cooled off is a terrific way to teach him about temperatures. Play dough can be made ahead of time and stored in an air-tight bag or container. 3 to 4 Years What to expect Children this age * Start to play with other children, instead of next to them; * Are more likely to take turns and share; * Are friendly and giving; * Begin to understand that other people have feelings an d rights; * Like silly humor, riddles, and practical jokes; * Like to please and to conform; * Generally become more cooperative and enjoy new experiences; * Are increasingly self-reliant and probably can dress without help (except for buttons and shoelaces); * May develop fears ("Mommy, there's a monster under my bed.") and have imaginary companions, * Are more graceful physically than 2-year-olds and love to run, skip, jump with both feet, catch a ball, climb downstairs, and dance to music; * Are great talkers, speak in sentences, and continue to add more words to their vocabularies; and * Have greater control over hand and arm muscles, which is reflected in their drawings and scribblings. What they need Children this age require opportunities to * Develop their blooming language abilities through books,

games, songs, science, and art activities; * Develop more self-help skills--for example, to dress and undress themselves; * Draw with crayons, work puzzles, build things, and pretend; * Play with other children so they can learn to listen, take turns, and share; and * Develop more physical coordination--for example, by hopping on both feet.

Kitchen Cut-Ups

Here are some recipes popular with preschoolers. Things always seem to taste better when you make them yourself! What you'll need Knife For applewiches: 1 apple, cheese slices For funny-face sandwich: 1 piece of bread; peanut butter, cream cheese, or egg salad; green pepper, celery, radishes, carrot curls; olives; nuts; hard-boiled egg slices; tiny shapes of cheese; apples and raisins For fruit Popsicles: fruit juice (any kind), an ice cube tray or small paper cups, yogurt, mashed or crushed fruit, Popsicle sticks For bumps on a log: celery, peanut butter, raisins What to do 1. Choose a safe spot to cook where you won't have to worry about making a mess. 2. Tell your child what the ingredients are. Talk about what you are doing as you go along. Ask and answer questions. 3. Let him smell, taste, and touch as you go. Let him (with your help) pour, stir, measure, and help clean up. 4. Applewiches. Core an apple. Cut the apple crosswise into thick slices. Put cheese slices between the slices. Cheddar cheese is particularly good. Eat like a sandwich. 5. Funny-face sandwich. Cut the bread into a circle. Spread with cream cheese, peanut butter, or egg salad. Decorate using green pepper, celery, radishes, carrot curls, olives, nuts, hard-boiled egg slices, tiny shapes of

cheese, apples, or raisins for eyes, ears, nose, and mouth. 6. Fruit Popsicles. Pour the fruit juice into small paper cups or an ice cube tray. Place a Popsicle stick in each cup or compartment before the juice is completely frozen. Return to the freezer until frozen solid. For variations, mix yogurt with the juice before freezing for a creamier Popsicle, or add mashed or crushed fruit such as strawberries, pineapple, or banana. 7. Bumps on a log. Spread peanut butter on the celery stalks. Decorate with raisins. Great snacks!

Cooking helps children learn new words, measuring and number skills, what foods are healthy and what ones aren't, and the importance of completing what they begin. It also teaches about how things change, and it can teach children to reason better. ("If I want a cold fruit juice Popsicle, then I'll have to put it in the freezer.") Scribble, Paint, and Paste

Young children are natural artists. Here are some activities that introduce preschoolers to scribbling, painting, and pasting. What you'll need For scribbling: crayons, water-soluble felt-tipped markers, different kinds of paper (including construction paper, butcher paper), and tape For fingerpainting: storebought fingerpaint or homemade fingerpaint made with soap flakes, water, food coloring or powdered tempera; an eggbeater or fork; a bowl; a spoon; an apron or smock; newspapers or a large piece of plastic to cover the floor or table; butcher paper; and tape For collages: paper, paste, blunt-tipped scissors, fabric scraps or objects that can be glued to paper (string, cottonballs, sticks, yarn) What to do 1. Scribbling. Give your child different kinds of paper and different writing materials to scribble with. Coloring books are not needed. Fat crayons are good to begin with.

Water-soluble felt-tipped marking pens are fun because your child doesn't have to use much pressure to get a bright color. Tape a large piece of butcher paper onto a table top and let your preschooler scribble to her heart's content! 2. Fingerpainting. Use store-bought fingerpaint, or make your own by mixing soap flakes (not detergent) in a bowl with a small amount of water. Beat the mixture with a fork or eggbeater. Add powdered tempera paint or food coloring. Spread out newspapers or a large piece of plastic over a table or on the floor and tape a big piece of construction paper or butcher paper on top. Cover your child with a large smock or apron, and let her fingerpaint. 3. Collages. Have your child paste fabric scraps or other objects such as yarn, string, or cottonballs to the paper (in any pattern). Let her feel the different textures and tell you about them. Here are a few tips about introducing your preschoolers to art: * Supervise carefully. Some children would rather color your walls than the paper. Some also like to chew on crayons and markers or try to drink the paint. * Don't tell them what to draw or paint. * Don't fix up their pictures. It will take lots of practice before you can recognize their pictures--and that often doesn't happen until after they are in kindergarten. * Give them lots of different materials to work with. Parents can demonstrate new types of art materials. * Find an art activity that's at the right level for your child, then let him do as much of the project as possible. * Ask your preschooler to talk about his picture. * Display your child's art prominently in your home.

Art projects can spark young imaginations and help children to express themselves. These projects also help children to develop the eye and hand coordination they will later need to learn to write. Chores

Any household task can become a good learning game and can be fun.

What you'll need Jobs around the home that need to get done, such as: Doing the laundry Washing and drying dishes Carrying out the garbage Setting the dinner table Dusting What to do 1. Tell your child about the job you will do together. Explain why the family needs the job done. Describe how you will do it and how your child can help. 2. Teach your child new words that belong to each job. "Let's put the placemats on the table, along with the napkins." 3. Doing laundry together provides many opportunities to learn. Ask your child to help you remember all the clothes that need to be washed. See how many things he can name. Socks? Tshirts? Pajamas? Have him help you gather all the dirty clothes. Have your child help you make piles of light and dark colors. Show your child how to measure out the soap, and have him pour the soap into the machine. Let him put the items into the machine, naming them. Keep out one sock. When the washer is filled with water, take out a sock. Let your child hold the wet sock and the one you kept out. Ask him which one feels heavier and which one feels lighter. After the wash is done, have your child sort his own things into piles that are the same (for example, T-shirts, socks).

Home chores can help children learn new words, how to listen and follow directions, how to count, and how to sort. Chores can also help children improve their physical coordination and learn responsibility. 4 to 5 Years What to expect Children this age * Are active and have lots of energy; * May be aggressive in their play; * Can show extremes from being loud and adventurous to acting shy and dependent;

* Enjoy more group activities because they have longer attention spans; * Like making faces and being silly; * May form cliques with friends and can be bossy; * May change friendships quickly; * May brag and engage in name-calling during play; * May experiment with swear words and bathroom words; * Can be very imaginative and like to exaggerate; * Have better control in running, jumping, and hopping but tend to be clumsy; * Are great talkers and questioners; and * Love to use words in rhymes, nonsense, and jokes. What they need Children this age need opportunities to * Experiment and discover within limits; * Use blunt-tipped scissors, crayons, and put together simple jigsaw puzzles; * Practice outdoor play activities; * Develop their growing interest in academic things, such as science and mathematics, and activities that involve exploring and investigating; * Group items that are similar (for example, by size); * Stretch their imaginations and curiosity; and * See how reading and writing are useful (for example, by listening to stories and poems, dictating stories, and by talking with other children and adults).

"Hands-on" Math

Real-life, hands-on activities are the best way to introduce your preschooler to mathematics! What you'll need

Optional: Blocks Dice or dominoes What to do 1. Talk a lot about numbers and use number concepts in daily routines with your preschooler. For example: * Cooking. "Let's divide the cookie dough into two parts so we can bake some now and put the rest into the freezer." * Home projects. "We're going to hang this picture 6 inches above the bookshelf in your room." * Home chores. "How many plates do we need on the table? One for Mommy, one for Daddy, and one for Jenny."

It's best not to use drills or arithmetic worksheets with young children. These can make children dislike math because they don't fit with the way they learn math naturally. 2. Talk about numbers that matter most to your preschooler--her age, her address, her phone number, her height and weight. Focusing on these personal numbers helps your child learn many important math concepts, including: * Time (hours, days, months, years; older, younger; yesterday, today, tomorrow). To a young child, you might say, "At 2 o'clock we will take a nap." When you plan with an older preschooler (4 or 5 years old), you could point out, "It's only 3 days until we go to Grandma's house. Let's put an X on the calendar so we'll know the day we're going." * Lengths (inches, feet; longer, taller, shorter). "this ribbon is too short to go around the present for Aunt Susan. Let's cut a longer ribbon." * Weight (ounces, pounds, grams; heavier, lighter; how to use scales). "You already weigh 30 pounds. I can hardly lift such a big girl." * Where you live (addresses, telephone numbers). "These shiny numbers on our apartment door are 2-1-4. We live in apartment number 214." Or "When you go to play at Terry's house, take this note along with you. It's our phone number: 253-6711. Some day soon you will know our phone number so you can call me when you are at your friend's." 3. Provide opportunities for your child to learn math. For example: * Blocks can teach children to classify objects by color and shape. Blocks can also help youngsters learn about depth, width, height, and length.

* Games that have scoring, such as throwing balls into a basket, require children to count. Introduce games such as dominoes or rolling dice. Have your child roll the dice and count the dots. Let her try to roll for matches. Count favorite toys. * Books often have number themes or ideas.

Getting Along

Learning to get along with others is very important. Children who are kind, helpful, patient, and loving generally do better in school. What you'll need No materials required

What to do 1. Let your child know that you are glad to be his mommy or daddy. Give him personal attention and encouragement. Set aside time when you and your child can do fun things together. Your happy feelings toward your child will help him feel good about himself. 2. Set a good example. Show your preschooler what it means to get along with others and to be respectful. Say "please" and "thank you." Treat people in ways that show you care what happens to them. Ask for things in a friendly way. Be kind to and patient with other people. 3. Help your child find ways to solve conflicts with others. Help your child figure out what will happen if he tries to settle his mad feelings by hitting a playmate: "James, I know that Tiffany took your toy truck. But if you hit Tiffany and you have a big fight, then Tiffany will have to go home, and the two of you won't be able to play any more today. What is another way that you can let Tiffany know you want your truck back?" James might decide to tell Tiffany that he's mad, and that he wants his truck back. Or he might let Tiffany play with his truck for 5 minutes with the hope that Tiffany will then give it back. Listening to your children's problems will often be all that is needed for them to solve their own problems. 4. Make opportunities to share and to care. Let your child take charge of providing food for hungry birds. When a new family moves into the neighborhood, let your preschooler

help make cookies to welcome them. 5. Be physically affectionate. Children need hugs, kisses, an arm over the shoulder, and a pat on the back. 6. Tell your child that you love him. Don't assume that your loving actions will speak for themselves (although those are very important). Teach your child the international hand sign for "I love you." You can "sign" each other love as your child leaves home for the first day of kindergarten.

Children need good social skills. Teachers and other children will enjoy your youngster's company if he gets along well with others. My Book

Most 4-year-olds like to talk and have a lot to say. They generally can't write down words themselves, but they enjoy dictating a story to you. What you'll need Paper A paper punch Blunt-tipped scissors Pencil, pen, crayons Yarn, pipe cleaners, or staples Paste

What to do 1. Make a booklet of five or six pages. Your child can help punch holes close to one edge and thread yarn through the holes to keep the pages together. You can also bind the book with twisted pipe cleaners, or staple the pages together. 2. On the outside cover, write your child's name. Explain to him that this is going to be a book about him. 3. Let your child decide what will go on each page. Write it down. Examples: Other people in my family. My favorite toys. My favorite books. My friends. My pet. My neighborhood. My home (or my bedroom). My own drawings.

Making this book will help your child develop his language skills and give him more practice using the small muscles in his hands. Your 4-year-old will also love having your undivided attention. What About Kindergarten? The activities in this book can help your child from birth to age 5 get ready for kindergarten. As the first day of school approaches, however, you may want to do extra things to make the school seem a friendlier place for both you and your child. Find out as much as you can about the school before your child enters it. You will want to learn * The principal's name; * The kindergarten teacher's name; * When to register for kindergarten and what forms need to be filled out; * What immunizations are required for school entry; * A description of the kindergarten program; * The kindergarten yearly calendar and daily schedule; * Transportation procedures; * Food service arrangements; and * How you can become involved in your child's education and in the school. Some schools will send you this information. Or they may hold an orientation meeting in the spring for parents who expect to enroll their children in kindergarten the following fall. If they don't, you can call the principal's office to ask or to arrange a visit. Find out in advance what the school expects from entering kindergarten students. If you know a year or two ahead of time, you will be in a better position to prepare your child. Sometimes parents and caregivers don't think the expectations are right for their children. If that is the case, you may want to meet with the principal or kindergarten teachers to talk about the expectations and ways to change the kindergarten program.

Visit the school with your child so your child can become familiar with it, and it won't seem scary. Walk up and down the hallways to learn where things are. Observe the other children and the classrooms. Talk with your child about school. During your visit, make positive comments about the school--your good attitude will rub off! ("Look at all the boys and girls painting in this classroom. Doesn't that look like fun!") Tell your child about

what the children do when classes begin. Talk about the teachers, and how they will help your child learn new things. Encourage your child to look at the teacher as a wise friend toward whom children should be courteous. Explain to your child how important it is to go to class each day. If possible, consider volunteering to help out in the school. The staff may appreciate having an extra adult to help do everything from passing out paper and pencils in the classrooms to supervising on the playground. Volunteering is a good way to learn more about the school and to meet its staff and other parents. When the long-awaited first day of kindergarten arrives, go to school with your child (but don't stay too long). And be patient. Many young children are overwhelmed at first because they haven't had much experience in dealing with new situations. They may not immediately like school. Your child may cry or cling to you when you say goodbye each morning, but with support from you and the kindergarten teacher, this can rapidly change.

As your child proceeds through school, you will need to continue your encouragement and involvement. But for now, celebrate all that you have accomplished as a parent. Share your children's enthusiasm. Let them know how proud you are as they leave home for their first day of kindergarten. Let them know you believe they will succeed. Good Television Habits Children in the United States have watched an average of 4,000 hours of television by the time they begin school. Most experts agree that this is too much. But banning television isn't the answer, because good television can spark curiosity and open up new worlds to children. Monitoring how much and what television children watch helps them, starting at an early age, to develop good viewing habits. Too much television can be harmful because * It can expose children to too much sex and violence; * Children can be unduly influenced by junkfood and toy commercials; * It can give children a poor model for good behavior before they have developed a clear idea of right and wrong; * Young children do not have the experience and wisdom to understand complicated plots or scary scenes; and * Sitting passively in front of the set for extended periods of time can slow young children's social and intellectual development. Here are some tips to help children develop good

television-viewing habits. Keep a record of how many hours of TV your children watch, and what they watch. Generally, it's good to limit the amount to 2 hours or less a day, although you can make exceptions for special programs. Learn about current TV programs and videos and select good ones. As parents, you know your children best. So, select TV programs and videos that are meaningful to your family. Some TV programs you may wish to consider include "Captain Kangaroo," Eureeka's Castle," "Mr. Rogers' Neighborhood," Sesame Street," and "Shining Time Station." Many other good children's programs, such as Disney and Nickelodeon, are on public television stations and on cable channels. If you have a VCR, you may wish to seek out videos made by Linda Ellerbee's Lucky Duck Productions. Of course, videos vary in quality, but versions of classic children's books, such as Babar or Snow White, are a good place to start. Parents who would like help in finding good TV programs for children can subscribe to Parents' Choice, a quarterly review of children's media which includes television programs and home video materials. Write to Parents' Choice Foundation, Box 185, Newton, MA 02168. A subscription is $18 a year. A sample copy is $2. You can also read about programs in TV columns in newspapers and magazines. Cable subscribers and public broadcasting contributors can check monthly program guides for information. Plan with your children (starting at age 3) what programs to watch. After selecting programs appropriate for your children, help them decide which ones to watch. Turn the TV on when these shows start, and turn the set off when they are over. Watch television with your children so you can answer questions and talk about what they see. Pay special attention to how they respond so you can help them understand what they're seeing, if that's needed. Follow-up TV viewing with activities or games. You might have your child tell you a new word he learned on television that you can look up together in the dictionary. Or you might have him make up his own story about one of his favorite TV characters. Include the whole family in discussion and activities or games that relate to television programs. Older siblings, aunts, uncles, and grandparents can all contribute. Make certain that television isn't regularly used as a babysitter. Instead, try to balance good television with other fun activities for your child. Choosing Child Care More and more children are in preschool or other child

care settings before they enter kindergarten. Choosing the right child care is important because it can affect how prepared your child is for school. Some tips to guide you: Think about the kind of care you want for your child. Possibilities include (a) a relative; (b) a family day care provider, usually a woman who takes care of a small group of children in her home; (c) a child care center; and (d) a caregiver who comes into your home. Figure out what suits your budget and what you can expect to spend in your community. For low-income parents, the federally funded Head Start program (and in some communities Chapter 1 programs) are available. State-subsidized child care programs also are available, although most often more people need the subsidized care than there are spaces available. Many families are entitled to the child care credit on their income tax forms. Recognize that there are many ways to find good care. Ask friends and neighbors. Look in the Yellow Pages of your telephone book under "Child Care Centers." Look in the classified ads of your local newspaper, or place an ad of your own. Put up notices on your church or synagogue bulletin board, in grocery stores, local community centers, or at the employment office of local colleges or universities. Look for notices that other people have put up. If you are looking for a family day care provider, a local licensing agency can provide you with local listings. Many communities have resource and referral agencies that help parents identify the options that best meet their needs. Start looking early, particularly if you have a special program for your child in mind. Some programs have long waiting lists. Some may even require you to get on a waiting list before your child is born. Gather information. If you are looking for a family day care provider or for a person to come into your home, interview the person at length and check references. Before you meet with them, develop a list of questions. If you are looking at day care centers, visit them--more than once, if possible. Just because a person or a program worked for someone else doesn't mean it's right for you. With any kind of child care, check references. No matter what kind of child care you are considering, look for caregivers who * Are kind and responsive. Good caregivers are affectionate, enjoy children, are energetic enough to keep up with your preschooler, patient, and mature enough to handle crises and conflicts. * Have experience with preschoolers and like them. Find out how long they have worked with preschoolers, why they are in the early child care field, and whether they provide activities that are appropriate for your child's age. Observe the caregivers with children. Do the children seem happy? How do the caregivers respond to them? * Recognize the individual needs of your child. Look for

caregivers who are considerate of different children's interests and needs and who can provide your child with enough attention. * Share a child-rearing philosophy that is similar to yours. Find out what kind of discipline is used and how problems are handled. Be certain that the child care facility is clean and safe and is filled with things to explore that are appropriate for your child's age. Ready-for-School Checklist This checklist, although not exhaustive, can help to guide you in preparing your child for school. It's best to look at the items included as goals toward which to aim. They should be done, as much as possible, through everyday life or by fun activities you've planned with your child. If your child lags behind in some areas, don't worry. Remember that all children are unique. They grow and develop at different rates--and no one thing guarantees that a child is ready for school. Good Health and Physical Well-Being My child: * Eats a balanced diet. * Receives regular medical and dental care and has had all the necessary immunizations. Gets plenty of rest. * Runs, jumps, plays outdoors, and does other activities that help develop large muscles and provide exercise. * Works puzzles, scribbles, colors, paints, and does other activities that help develop small muscles. Social and Emotional Preparation My child: * Is learning to be confident enough to explore and try new things. * Is learning to work well alone and to do many tasks for himself. * Has many opportunities to be with other children and is learning to cooperate with them. Is curious and is motivated to learn. * Is learning to finish tasks (for example, picks up own toys). * Is learning to use self-control.

* Can follow simple instructions. * Helps with family chores. Language and General Knowledge My child: * Has many opportunities to play. * Is read to every day. * Has access to books and other reading materials. * Has his television viewing monitored by an adult. * Is encouraged to ask questions. * Is encouraged to solve problems. * Has opportunities to notice similarities and differences. * Is encouraged to sort and classify things (for example, by looking for red cars on the highway). * Is learning to write his name and address. * Is learning to count and plays counting games. Is learning to identify shapes and colors. * Has opportunities to draw, listen to and make music, and to dance. * Has opportunities to get firsthand experiences to do things in the world--to see and touch objects, hear new sounds, smell and taste foods, and watch things move. Notes Text Notes The following notes refer to the text portion of this booklet. Pages 1-12 draw from Powell, Douglas R., (1991). "Strengthening Parental Contributions to School Readiness and Early School Learning." Page 3. The National Education Goals Panel. Page 3. Katz, Dr. Lilian G., (1992). "Readiness: Children and Their Schools," in ERIC Review, Volume 2, Issue 1. U.S. Department of Education. Pages 6-7. Rich, Dorothy, (1988). Megaskills. Houghton Mifflin, Boston. Pages 8-9. Belbas, Nancy, Smerlinder, Julienne, and Stranik,

Mary Kay, (1986). Middle of the Night Baby Book, The Body Press, Tucson, AZ, 70-71. Pages 10-11. Binkley, Marilyn R., (1988). Becoming a Nation of Readers: What Parents Can Do. U.S. Department of Education, Washington, DC. Page 11. Charren, Peggy, and Hulsizer, Carol, (1986). The TV-Smart Book for Kids and Parents' Guide for The TV-Smart Book for Kids. E.P. Dutton, New York. Pages 15-44. The following publications were used to develop the "What to expect" and the "What they need" features found throughout the activities section: Karnes, M.B. (1979, 1981). Small Wonder! 1 and Small Wonder! 2. American Guidance Service, Circle Pines, MN. Miller, Karen, (1984, 1984, 1985). Things to Do with Toddlers and Twos, More Things to Do With Toddlers and Twos, and Ages and Stages. Telshare Publishing Co., Inc., Chelsea, MA. MYM/MELD, (dates unavailable). Parent/Child Activities (when baby's three months old or younger), Toys and Games for Babies (3-12 months old), and Toys, Activities, Books, Etc. (for toddlers). Brochures. Minneapolis, MN. North Carolina Department of Human Resources, Child/Daycare Section, (date unavailable). Children, Children, Children: Understanding Them--Helping Them Grow. Series of brochures on child development. Oklahoma State Department of Health, (date unavailable). For Parents' Sake. Oklahoma City, OK. Sears, William, M.D. (1989). Your Baby: The First Twelve Months. Barron's Educational Series, Inc., Hauppauge, NY. U.S. Department of Health and Human Services, (1988). Picturing Development, Washington, DC. University of California, Cooperative Extension, Parent Express, A Month-by-Month Newsletter for You and Your Baby. Page 47. "Good Television Habits" is drawn in part from Belbas and Charren. Pages 48. "Choosing Child Care" is drawn in part from National Association for the Education of Young Children brochures. "Activities" Notes The activities were adapted in part from the following sources: Bananas Guide, written by staff of BANANAS Child Care Information and Referral Service for Families in Alameda County (1982). Becoming a Nation of Readers: What Parents Can Do.

Early Learning Fun Pre-School Readiness Kit by the E.L.F. Task Force (1976). West Aurora Public Schools, Aurora, IL. Encouraging the Artist in Your Child by Sally Warner (1989). St. Martin's Press, New York. Growing to Love Books by the New York Public Library's Early Childhood Project. Helping Children Learn About Reading by Judith A. Schickedanz, a brochure from the National Association for the Education of Young Children. Middle of the Night Baby Book. More Than 1, 2, 3--The Real Basics of Mathematics by Janet Brown McCracker (1987). More Things to Do With Toddlers and Twos. 101 Amusing Ways to Develop Your Child's Thinking Skills and Creativity by Sarina Simon (1989). 1001 Things to Do With Your Kids by Caryl Waller Krueger (1988). Abingdon Press, Nashville, TN. Parent/Child Activities (when baby's three months old or younger). Playtime Learning Games for Young Children by Alice S. Honig (1982). Syracuse University Press, Syracuse, NY. Small Wonder! 1, Small Wonder! 2. The New Read-Aloud Handbook by Jim Trelease (1989). Penguin Books, New York. Things to Do With Toddlers and Twos. What We Can Do To Help Our Children Learn: Listen to them and pay attention to their problems. Read with them. Tell family stories. Limit their television watching. Have books and other reading materials in the house. Look up words in the dictionary with them. Encourage them to use an encyclopedia. Share favorite poems and songs with them. Take them to the library--and get them their own library cards. Take them to museums and historical sites, when possible.

Discuss the daily news with them. Go exploring with them and learn about plants, animals, and geography. Find a quiet place for them to study. Review their homework. Meet with their teachers.

Do you have other ideas? _ .

Helping Your Child Learn History with activities for children aged 4 through 11 By Elaine Wrisley Reed Edited by Jacquelyn Zimmermann Contents Introduction History Education Begins at Home Children and History Parents Make a Difference History Is a Habit Enjoying Your Child and History The Basics of History The Meanings of History A New Look at History Asking Questions Activities: History as Story What's the Story? Our Town History on the Go What's News? History Lives Cooking Up History Rub Against History Activities: History as Time Time Marches On Weave a Web

Put Time in a Bottle Quill Pens & Berry Ink School Days Time To Celebrate The Past Anew Appendices Parents and the Schools Resources Local and National Resources Acknowledgments Introduction

Imagine waking up one morning to find out that you have no memory! You are not able to remember who you are or what happened in your life, yesterday or the day before that. You are unable to tell your children from total strangers, you cannot communicate with people because you no longer know how to greet them, or understand their conversation. You don't remember what "the election," "war," or "the movies" mean. Lack of historical memory is parallel to this loss of individual memory. The link on which we depend every day between the past and present would be lost if we had no memory of our history. And we would miss a great source of enjoyment that comes from piecing together the story of our past. Today American educators are working to promote the study of history in the schools and at home. Knowledge of our history enables us to understand our nation's traditions, its conflicts, and its central ideas and values. Knowledge of world history enables us to understand other cultures. We hope to encourage children to love history and to enjoy learning about it. This booklet is a tool you can use to stimulate your children's active involvement in the history that surrounds them every day. It includes: * Basic information about history, and approaches to enjoying history with your children, aged 4-11; * History activities that you and your children can do--at home, in your community, and out of town--for no or little cost; and * History resources in your community and nationally, in bookstores, and libraries. History Education Begins at Home Children and History

As parents we are in the best position to encourage our children's natural interest in history. It is to us they

address their first historical questions: "Where did I come from?" and "Was I always here?" These two questions contain the two main meanings of "history": it is the story of people and events, and it is the record of times past. Now is the time to bring out the historical evidence and to share family stories with your child. Birth and adoption certificates, immunization records, first pieces of your child's writing and art, as well as photographs all count as historical sources that tell the story of your child. The stories you tell and read to your children, or make up with them, are part of their cultural heritage and reinforce the two basic parts of history: "Once upon a time, and long ago." Parents Make a Difference

Your child is born into history. She has no memory of it, yet she finds herself in the middle of a story that began before she became one of its characters. She also wants to have a place in it. As parents we can prepare our children to achieve the lifelong task of finding their place in history by helping them to learn what shaped the world into which they were born. Without information about their history, children don't "get" a lot of what they hear and see around them. Your attitude about history can also make a difference for your child. Showing your interest in history--your belief that knowing history makes a difference for your life--encourages your child's own interest. Many parents say they love history. If you are one of them you can share your particular interests in history with your children as well as help them develop their own. Many other parents say they find history boring. If you are among these, try one of the following: start writing your own life story; read the diary of Anne Frank, or the autobiography of Frederick Douglass; read the Declaration of Independence, or rent a video about the Civil War. As you rediscover history your children may be inspired by your interest. History Is a Habit

The activities in this book can help you start doing history with your child. You will probably get more ideas of your own. In addition, you can develop some of the following "history habits" that make history important not only during an activity but every day. History Habits for Parents

Habits are activities we do on a regular basis. We acquire habits by choosing to make them a part of our life. It is worth the time and effort to develop good habits because they enhance our well-being. We suggest the following history habits to enrich your life experience and your children's. Share family history with your children, particularly your memories. Help your own parents and other relatives know your children and talk with them about family stories. Participate in your community by voting and helping to make changes in areas that interest you. Encourage your children to vote in school elections, to present themselves as candidates, and gain knowledge of history and the values and behaviors that are the basis of their citizenship.

Read newspapers and news magazines, and watch television news programs to maintain an informed judgment about the world. Talk about current events and your ideas about them with your children and other adults, and explore different points of view. Check the encyclopedia or your local library for additional historical information. Watch television programs about important historical topics with your family, and encourage conversation about the program as you watch. Get library books on the same topic and learn more about it. Check to see if the books and television programs agree on significant issues, and discuss their differences. Read with your children about people and events that have made a difference in the world, and discuss the readings together. The list of publications at the end of this book serves as a support to you for choosing materials. Help children know that the makers of history are real people like themselves, who have ideas, work hard, and experience failure and success. Introduce them to local community leaders in person if possible, and national and world leaders via the media and biographies.

Make globes, maps, and encyclopedias available and use every opportunity to refer to them. A reference to Africa in a child's favorite story, or the red, white, and green stripes on a box of spaghetti can be opportunities to learn more about the world. Have a collection of great speeches and written documents to read from time to time with your child. Your own involvement in history, in any of the forms referred to in this book, is a good habit you can pass on to your children.

Enjoying Your Child and History We have intentions of good fun as we plan any activity with our children. We also want them to learn something from most activities. They probably would say they want to have fun and learn something new too. But sometimes the difference in abilities between us and them, or the demands of time, end up leaving us disappointed. Keeping the following in mind can help keep your time together fun and productive: You don't have to know all the facts or fully understand history to help your children learn. Your willingness to learn with them--to read, to ask questions, to search, and to make mistakes--is the most important gift you can bring to the process. By viewing their mistakes as sources of information for future efforts, your children gain confidence to continue learning. Conversation gets you past the difficult moments. Keeping open the communication between you and your children, and encouraging continued discussion no matter how off the mark your children may seem, tells them you take them seriously and value their efforts to learn. The ability to have a conversation with your children profoundly affects what and how they learn.

Children have their own ideas and interests. By letting them choose activities accordingly, you let them know their ideas and interests are valuable. Often they will want to teach you as a way to use what they know. Share their interests and encourage them to learn more. Make the most of everyday opportunities to do history: visits from grandparents, reading books, telling stories, holidays, elections, symbols like the flag, the national anthem before sporting events, pictures in newspapers and magazines, visits to museums. If your child asks about a person in a painting, stop to find out who it is. Keep asking: "What does this mean? How do I know?" Choose your activities well. The activities in this booklet are for children aged 4-11. Each of the activities can be adapted to a child of any age and ability level. Even a preschooler can "read" a newspaper with your help, for a short period of time. While an activity that is too difficult will frustrate your child, an activity that is too easy will lose his interest. Challenges bring feelings of accomplishment. Have a goal. When you choose or begin an activity you may not have a clear idea of where it's going. But keep in mind that the purpose of doing the activities in this book is to learn something about history. The first section of this book, the introduction to each activity, and the question boxes can help you. As you complete each activity discuss with your child what you learned together. Making bread is one thing, knowing that bread has historical meaning is another. Achieving a goal for an activity also helps your child sense the pleasure of a completed project.

The Basics of History The Meanings of History

If you look for the meaning of "history" in the dictionary you may be surprised to find that history is not simply the past itself. The first meaning of history is "tale, story," and the second meaning is "a chronological record of significant past events." The opening of tales for children--"Once upon a time"--captures both the story and time nature of history. When we study history we are involved in a branch of knowledge that records and explains past events. Many would say that history is not just one branch of knowledge among others, but that it is the most essential one because it is the complete story of human endeavor. It happens that the word "history" comes from the Greek "to know." The activities in this book are organized according to the two meanings of history as story and time in order to help you explore these meanings with your child. The Story in History

The work of doing history is to consider people and events that are no longer in our presence. Unlike doing science, we do history without being able to observe behavior and its results. This work is fun when we make the past meaningful. We do this by weaving together various pieces of information about the past. In doing this we create a pattern that gives shape to "just a bunch of facts." Doing history is a way of bringing the past to life, in the best tradition of the storyteller. But not just any story will do. While there are many possible tales of the same event, good history is based on evidence and several perspectives. The history with which we are most familiar is political history--the story of wars, peace treaties, and changes of government. But anything that has a past has a history. This includes the history of ideas, for example the concept of freedom, and cultural history, for example the history of music. The story of history is interesting to us because it tells us about real people who had ideas and beliefs, worked and struggled to put them in action, and shaped the present in which we find ourselves. Time in History

Human events take place in time, one after the other. It

is important to learn the sequence of events in order to trace them, reconstruct them, and weave the stories that tell of their connections. Children need to learn the measures of time, such as year, decade, generation, and century. When they hear "Once upon a time in history" they need to be able to ask "When did that happen?," and to know how to find the answer. Time in history is a kind of relationship. We can look at several events that all happened at the same time, and that together tell a story about that period. Or we can look at the development of an idea over time, and learn how and why it changed. And we can consider the relationship between the past and the present, or the future and the past (which is today!). The present is the result of choices that people made and the beliefs they held in the past, while the past, in being retold, is in some way remade in the present. The future will be the result of the coming together of several areas developing today. The main focus of history is the relationship between continuity and change, and it is important that our children understand the difference between them. For example, the population of the United States has changed dramatically over time with each wave of immigration. With the entry of these new groups into American society, bringing their own ideas, beliefs, and cultures, American democracy has continued and grown stronger. It continues to function according to its original purpose of safeguarding our basic values of freedom and equality, even as the meanings and effects of these values change.

A New Look at History History is now understood to be more than memorizing names and dates. While being able to recall the details of great people and events is important, the enjoyment of history is enhanced by engaging in activities and experiencing history as a "story well told." Original sources and literature are real experiences. Reading the actual words that changed the course of history, and stories that focus on the details of time and place help children know that history is about real people in real places who made real choices that had some real consequences, and that they could have made different choices. Less can mean more. "A well-formed mind is better than a well-stuffed mind," says an old proverb. Trying to learn the entire history of the world is not only impossible, it feels too hard and reduces our enthusiasm for history. In-depth study of a few important events gives us a chance to understand the many sides of a story. We can always add new facts.

History is hands-on work. Learning history is best done in the same way we learn to use a new language, or to play basketball: we do it as well as read about it. Doing history means asking questions about historical events and characters; searching our towns for signs of its history; talking with

others about current events and issues; writing our own stories about the past. There is no final word on history. There are good storytellers and less good storytellers. And there are many stories. But very rarely does any one storyteller "get it right," or one story say it all. A good student of history will always look for other points of view, knowing that our understanding of history changes over time. Your children do well to ask "So what?" Much that we take for granted is not so obvious to our children. We should invite them to clear up doubts they have about the reasons for remembering certain things, getting facts right, and collecting and judging evidence. At each step, asking "so what?" helps to explain what is important and worth knowing, and to take the next step with confidence.

Asking Questions At the end of each activity in this book, you will find a series of questions that can help develop the critical thinking skills children need to participate well in society, learn history, and learn from history. The questions help them know the difference between what is real, fantasy, and ideal, and make the activity more Critical thinking is judging the value of historical evidence; judging claims about what is true or good; deciding what information is important to have; looking at a topic from different points of view; being curious enough to look further into an event or topic; being skeptical enough to look for more than one account of an event or life; and being aware that our vision and thinking are often limited by our biases and opinions. The following two sections contain a sampling of history activities, organized by the meanings of history as story and time. Each group of activities is preceded by a review of three elements of story and time from the perspective of history. The review is meant to inform and support conversation between you and your child, which is the most important step in each activity by far.

Activities: History as Story Records

History is a permanent written record of the past. Because recording history is an essential part of doing history, a "history log" is indicated for each activity. More recently, history is also recorded on audio and video tape, and many of the activities lend themselves to this type of recording as well. Your children may be interested to know that the time of their favorite dinosaurs is called "prehistory" because it is

unrecorded history. They should also know that some written languages have been invented because telling stories orally, without recording them in some form, is not by itself a sure enough way to preserve the identity of a people.

Narration George Washington, in his Farewell Address in 1796, said: "Though in reviewing the incidents of my administration I am unconscious of intentional error, I am nevertheless too sensible of my defects not to think it probable that I may have committed many errors." This reflection is a good reminder that history, with its facts and evidence, is also an interpretation of the past. There is more than one cause for an event, more than one kind of outcome, and more than one way of looking at their relationship. Evidence All good histories are written on the basis of evidence. Your children need to learn the importance of evidence, and to distinguish it from biases, propaganda, stereotypes, and opinion. They need to judge whether the many stories about John F. Kennedy or World War I, for example, are based on solid enough evidence to provide an accurate account of the life and times.

What's the Story History is a story well told. Through storytelling children can understand what's involved in writing the stories that make history. What you'll need Family members and friends A fairy tale or folk tale History log

What to do 1. Tell a story of a person you know. Gather your children, other family members, and friends to have a storytelling session. Choose a person you know about whom the group will tell the story. Decide who will begin, and go clockwise from there with each person adding to the story. Set a time limit so that you must end the story somewhere.

2. Read a folk story or fairy tale, for example, Little Red Riding Hood or The Story of Johnny Appleseed. Talk about how the story begins and ends, who the characters are and what they feel, and what happens. Ask how this story based on fantasy is different from the story you told about the real person you know. 3. Read a story about an historical event. Now pick a moment in world history, for example the fall of the Berlin Wall, the French and Indian War, or a current event in the news headlines. Ask the librarian for help in choosing material that is at your child's reading level. 4. Help your child write in the history log about this storytelling experience.

In the storytelling session about the person you know, how did you verify the "truth" when there were differences of opinion about what "really happened"? If you were to write the story of a real event for the newspaper, what would count for you the most in preparing it? What else would you include? Where would you get your information? How would you check the accuracy of the information?

Our Town

Your phone book, newspaper, and other resources can serve as your best guide to history in your town. Not only does referring to them save time, it teaches how to use tools to get information. What you'll need Phone books, both yellow and white pages Daily city newspaper Community newspaper History log

What to do 1. Newspaper search. Look in your city and community newspapers. They list "things to do." Look for parades, museum and art exhibits, music events, children's theater, history talks and walks. Participate in an event and help your child write about it in the history log when you get back home. For more help, call education services at your city newspaper. Ask about their education programs that use newspapers.

2. Phone book search. Look in your phone books under "History" or "Historical Places." You will find a few places under this heading but many more are listed elsewhere. Brainstorm with your children about what other words to look under in the phone book to find local history. Call the places you find. -Ask about their programs, hours, and upcoming special events. Ask to be put on their mailing list. Also ask where else you should go to learn about your town's history. Your younger children should listen to your phone conversation. They learn how to ask for information by listening to you. 3. Begin a list in the history log of local historical sites. Include phone numbers, addresses, hours of operation, and other useful information for future visits.

What is the most surprising thing you learned about your town? If you were asked to be a tour guide for visitors to your town, what would you show them? If you went to another town, how would you go about visiting it?

History on the Go Visit the historical places in your child's history book, either in person or by collecting materials. What you'll need Your child's history book Maps, guidebooks History log

What to do 1. Find out what historical events your child is studying in school. Perhaps a historical site is near your town. Choose a site of one of these events to visit in person or through the materials you collected. 2. Prepare the trip together in advance. Ask the librarian to help you and your child find books and videos on the history of the town or the historical figures who lived there. 3. Call the Chamber of Commerce of the area for maps and guidebooks. 4. Make a list. Think of some questions you want answered on

your trip. 5. Talk about the place you are visiting. 6. Have your child write about the trip in the history log. Include answers to the questions that were answered that day. 7. Have your children make up a quiz for parents, or a game, based on the trip. 8. Encourage your child to read more stories about the place you visited and the people who were part of its history, and historical documents that are associated with the site. For example, in visiting Akron, Ohio, the site of the Ohio Women's Rights Convention in 1851, you might read Sojourner Truth's address, known also as And Ain't I a Woman?

What was historical about the place you visited? What kinds of things communicated the history of the place? When you returned, did you see your town in a new way, or notice something you hadn't seen before?

What's News?

What's new today really began in the past. Discussing the news is a way to help your child gain a historical perspective on the events of the present. What you'll need Daily or Sunday newspaper Weekly news magazine A daily national news program Highlighter History log

What to do 1. Decide on how often you will do this activity with your children--current events happen every day. This activity can be most useful to younger children if it is done from time to time to get them used to the idea of "news." Older children benefit from doing it more often, at least once a week if possible. 2. Look through the newspaper or news magazine with your child. Ask him to decide what pictures or headlines are related to history. Highlight these references. Some

examples are the Yalta Treaty, the French Revolution, Lenin, Pearl Harbor, or Brown v. Board of Education. 3. Together read the articles you have chosen. Write down any references to events that did not happen today or yesterday, or to people who were not alive recently. 4. Have a conversation with your child about what these past events and people have to do with what's happening today. Help your child write in the history log the connections you find between past and present. 5. Watch the evening news or a morning news program together. Write down as many references as possible to past history and discuss the links you find between these references and the news story you heard. 6. During another viewing, help your child focus on how the information was communicated: did the newscaster use interviews, books, historical records, written historical accounts, literature, paintings, photographs? 7. Help your child compare several accounts of a major news story from different news shows, newspapers, and news magazines.

"There is nothing new under the sun," according to an old saying. Did you find anything "new" in the news? What "same old stories" did you find?

History Lives

At living history museums you can see real people doing the work of blacksmiths, tin workers, shoemakers, farmers, and others. Children can see how things work, and can ask questions of the "characters." What you'll need Visitor brochure and museum map Sketch pad and pencils, or camera History log

What to do 1. Awaken your children's expectations of what they will see and what to look for. Write or call the museum ahead of time to obtain information brochures and a map. Living history museums are located in Williamsburg, VA and Old

Sturbridge Village, MA, among other places. 2. Plan how to actually "visit history." Pretend to be a family living in the historical place. What would it be like to be a family living in the place you choose to go? 3. When you visit the museum, ask your child what his favorite object or activity is, and why. 4. Help your children sketch something in the museum, and put it in the history log. Tell your children that this is the way history was visually recorded before there were cameras. 5. Use your camera, if you have one, to make a "modern day" record of history, and create a scrapbook with the photographs of what you saw. 6. When you get home, talk about what it would have been like to live in that historical place in that period of time. Compare this to the image you had before your visit.

How were days spent in the period of time you experienced? What kind of dress was common, or special? What kinds of food did people usually eat, and did they eat alone or in groups? What kind of work would you have chosen to do as an adult? If a living history museum were made of the late 20th century, what would people see and learn there? Reminder: if you can't visit a museum, travel by reading books. Cooking Up History

Every culture has its version of bread. "Eating it, one feels that the taste one cannot quite put to words may almost be the taste of history."* Children enjoy making this American Indian fried bread. What you'll need 2 1/2 cups all-purpose or wheat flour 1 1/2 tablespoons baking powder 1 teaspoon salt 1 tablespoon dried skimmed milk powder 3/4 cup warm water 1 tablespoon vegetable oil Oil for frying Mixing bowls and spoons, spatula Large skillet Cloth towels Baking sheet Paper towels

History log What to do 1. In a large bowl, stir together the flour, baking powder, and salt. 2. In a small bowl, stir together the dried milk, water, and vegetable oil. 3. Pour this liquid over the dry ingredients and stir until the dough is smooth (1 or 2 minutes). Add 1 tablespoon of flour if the dough is too soft. 4. Knead the dough in the bowl with your hands about 30 seconds. Cover it with a cloth and let it sit 10 minutes. 5. Line the baking sheet with paper towels to receive the finished loaves. * From Edward Behr (see Acknowledgments). 6. Divide the dough into eight sections. Take one section and keep the rest covered in the bowl. 7. Roll the dough into a ball and flatten with your hand. Then roll it into a very thin circle 8 to 10 inches across. The thinner the dough, the puffier the bread will be. 8. Cover this circle with a cloth. 9. Continue with the other seven sections of dough in the same way. 10. In the large frying pan or skillet, pour vegetable oil to about 1 inch deep. 11. As you begin to roll the last piece of dough, turn on the heat under the skillet. When the oil is hot, slip in a circle of dough. Fry for about 1 minute or until the bottom is golden brown. Reminder: Parental supervision is necessary at all times around a hot stove. 12. Turn the dough over with tongs or a spatula. Fry the other side for 1 minute. 13. Put the fried bread on the baking sheet and continue with the other rounds of dough. 14. Eat your fried bread while it is hot and crisp. Put honey on it if you like. Write in your history log what you learned about this bread and others you have tried.

How is this bread different from other breads you have tried? Think of common expressions that use the word "bread." For example, "the nation's breadbasket"; "I earn my bread and butter"; or "breadlines of the 1920s." What does "bread" mean in each of these? What place does bread have in your daily life and in other cultures?

Rub Against History

Younger children find rubbings great fun. Cornerstones and plaques are interesting, and even coins will do. What You'll Need Tracing paper or other light weight paper Large crayons with the paper removed, fat lead pencil, colored pencils, or artist's charcoal History log

What to do 1. Help your child make a kit to do rubbings. It could include the items listed. The paper should not tear easily but it should also be light enough so that the details of what is traced become visible. 2. Have children make a rubbing of a quarter or half dollar. Make the coin stable by supporting it with tape. Double the tape so that it sticks on both sides and place it on the bottom of the coin. Lay the paper on top of the coin, and rub across it with a pencil, crayon, or charcoal. Don't rub too hard. Rub until the coin's marks show up. 3. Go outside to do a rubbing. Look for * Dates imprinted in cement sidewalks * Cornerstones and plaques on buildings * Decorative ironwork on buildings and lampposts * Art and lettering on monuments and around doorways 4. Your child can ask family members to guess what each rubbing is. 5. Have the children tell about each rubbing. Tell them to look for designs and dates among the rubbings. 6. Children may want to cut some of their rubbings out to include in their history logs. Or they can fit several on one piece of paper to show a pattern of dates and designs.

What showed up in your rubbings? What did the date and designs commemorate? Historical preservation groups in America have worked to preserve old buildings and to install plaques on public historical places. Is this interesting or important work? Why have humans left their marks on the world from early cave drawings to Vietnam Veterans' Memorial? Activities: History as Time

Chronology While our children need the opportunity to study events in depth to get an understanding of them, they also need to know the sequence of historical events in time, and the names and places associated with them. Being able to place events in time, your child is better able to learn the relationships among them. What came first? What was cause, and what was effect? Without a sense of chronological order, events seem like a big jumble, and we can't understand what happened in the past. It matters, for example, that our children know that the American and French Revolutions are related. Empathy Empathy is the ability to put ourselves in the place of another person and time. Since history is the reconstruction of the past, we must have an idea of what it was like "to be there" in order to reconstruct it with some accuracy. For example, in studying the westward expansion your children may ask why people didn't fly across the country to avoid the hazards of exposure on stagecoach trails. When you answer that the airplane hadn't yet been invented, they may ask why not. They need an understanding of how technology develops and its state at the time. Using original source documents, such as diaries, logs, and speeches, helps us guard against imposing the present on the past, and allows us to see events through the eyes of people who were there.

Context Context is related to empathy. Context means "weave together" and refers to the set of circumstances in several areas that framed an event. To understand any historical period or event our children should know how to weave together politics (how a society was ruled), sociology (what groups formed the society), economics (how people worked and what they produced), and religion, literature, the arts, and philosophy (what was valued and believed at the time). When they try to

understand World War II, for example, they will uncover a complex set of events. And they will find that these events draw their meaning from their context. History means having a grand old time with new stories. So, think about the relationship between history and time as you do the following activities.

Time Marches On

The stories of history have beginnings, middles, and ends that show events, and suggest causes and effects. A personal timeline helps your child picture these elements of story. What you'll need Paper for timeline Colored pencils Crayons Shelf paper or computer paper Removable tape History log (optional)

What to do 1. Draw on a piece of paper, or in the history log, a vertical line for the timeline. Mark this line in even intervals for each year of your child's life. 2. Help your child label the years with significant events, starting with your child's birthday. 3. Review the timeline. Your child may want to erase and change an event for a particular year to include a more memorable or important one. (Historians also rethink their choices when they study history.) 4. For a timeline poster, use a long roll of shelf paper or computer paper. For a horizontal timeline, fasten it to the wall up high around the room using removable tape so that your child can take it down to add more events or drawings. For a vertical timeline, hang it next to the

doorway in your child's room. Start with the birthday at the bottom. Your child can begin writing down events and add to it later. 5. For older children, have them do a timeline of what was happening in the world at the same time as each event of their life. To begin, they can use the library's collection of newspapers to find and record the headlines for each of their birthdays.

What is the most significant event on the timeline? What effects did the event have on your child's life? What are the connections between the events in your child's life and world events at the time?

Weave a Web

A history web is a way of connecting people and events. Is there an old ball field in your town you've always wondered about? Or did you ever wonder why there are so many war memorials in your town? Then you need to do a history web! What you'll need Large piece of paper or poster board (at least 3 1/2 x 2 1/2 ft.) Colored pencils or markers History log What to do 1. Pick a place in your community that has always seemed mysterious to you--an old ball field, general or hardware store, house, or schoolhouse. Or ask yourself. "What are there lots of in my town?" Churches, fountains? Pick one of these historical "families." 2. Go to one of these places. Jot down in your history log what you see and hear there. For example, look for marks on the buildings, such as dates and designs, or parts of the buildings, such as bleachers or bell towers. 3. Find out other information about the place by asking a librarian for resources, or by searching the archives of your local newspaper. Look for major events that took place there, such as the setting of a world record or the visit of a famous person. Also look for other events that changed the place, such as modernization or dedications.

4. Find people who have lived in your town a long time. Interview them using questions about these major and related events, and any others they remember. 5. Draw a web, with the name of the place you studied in the middle (like the spider who weaves a "home"). 6. Draw several strands from the middle to show the major events in the life of the place. 7. Connect the strands with cross lines to show other related events. 8. When the web is complete consider the relationships among the strands. (See parent box.) 9. Ask the editor of your local newspaper to publish your web. Ask readers to contribute more information to add to it. This is exactly how history is written!

When was the place you picked built? If you picked a "family" of places, when was each place built? If they were built around the same time, what similarities and differences do you notice about their features, such as style and what they commemorate? How is the place you picked connected to other events in history?

Put Time in a Bottle

Collecting things from one's lifetime and putting them in a time capsule is a history lesson that will never be forgotten. What you'll need Magazines or newspapers with pictures Sealable container Tape or other sealant History log Lift up your eyes upon This day breaking for Give birth again To the dream. Women, children, men, Take it into the palms of your hands, Mold it into the shape of your most Private need. Sculpt it into The image of your most public self. Lift up your hearts... Excerpted from "On the Pulse of Morning", delivered by Maya Angelou at the 1993 Presidential Inauguration.

What to do 1. Have your children collect pictures of a few important things from their life to date. 2. Tell your children that the items will be put in a time capsule so that when future generations find it they can learn something about your children and their time. Some things to collect that represent the life and times of a period are games and toys, new technology, means of transportation, slang, movies, presidential campaign memorabilia, great speeches, poetry and fiction, music, heroes, advertising, events, television shows, fashions, and accounts of issues and crises. Also have them include a letter describing life today to the person who opens the time capsule. 3. Meet together for a "show and tell" of the items. 4. Once everyone is satisfied with the collection, label the items by name and with any other information that will help those who find them understand how they are significant to the history of our time. 5. Place the items in a container, seal the container, and find a place to store it. 6. Write in the history log a short description of the time period and record the location of the time capsule.

What did, the collection of items tell about the period? Did the items tend to be of a certain type? Quill Pens & Berry Ink Knowing how to write has been a valued skill throughout history. History itself depends on writing, and writing has changed over time from scratches on clay to computerized letters.

What you'll need For quill pen: feather, scissors, a paper clip For berry ink:

1/2 cup of ripe berries, 1/2 teaspoon salt, 1/2 teaspoon vinegar, food strainer, bowl, wooden spoon, small jar with tight-fitting lid Paper Paper towel History log What to do 1. Make the ink: Collect some berries for your ink. Consider what color you want your ink to be, and what berries are available. Blueberries, cherries, blackberries, strawberries, or raspberries work well. Fill the strainer with berries and hold it over the bowl. Crush the berries against the strainer with the wooden spoon so that the berry juice drips into the bowl. When all the juice is out of the berries, throw the pulp away. Add the salt and vinegar to the berry juice and stir well. If the ink is too thick, add a teaspoon or two of water, but don't add too much or you'll lose the color. Store the ink in a small jar with a tight-fitting lid. Make only as much as you think you will use at one time, because it will dry up quickly. 2. Make the pen: Find a feather. Form the pen point by cutting the fat end of the quill on an angle, curving the cut slightly. A good pair of scissors is safer than a knife. Clean out the inside of the quill so that the ink will flow to the point. Use the end of a paper clip if needed. You may want to cut a center slit in the point; however, if you press too hard on the pen when you write, it may split. 3. Write with the pen: Dip just the tip of the pen in the ink, and keep a paper towel handy to use as an ink blotter. Experiment by drawing lines, curves, and single letters, and by holding the pen at different angles. Most people press too hard or stop too long in one spot. 4. Practice signing your name, John Hancock style, with the early American letters shown here. Then write your signature in your history log. 5. Write your name again using a pen or pencil. Compare the results.

Why do write? When do people in your family use writing? What written things do you see every day? What is their purpose? What effect do different writing implements have on writing, for example quill pens, ballpoint pens, typewriters, and computers?

School Days

Did you ever wonder why there is no school in summer? Or why there might be soon? What you'll need Map of the United States Crayons or colored pencils History log

What to do 1. Talk about what school was like when you were a child. Include how schools looked physically (e.g., one-room schoolhouse or campus?); what equipment teachers used (e.g., chalk boards or computers?); what subjects you studied; what choices you faced (e.g., transportation to and from school, extracurricular activities ); and favorite teachers. 2. Talk about what school was like 50 or 100 years ago. Ask your librarian for help in looking this up, and talk to older relatives. Include the history of work in America and how this affects schooling. For example, when America was an agricultural society, children were needed to help plant and harvest crops. It was common then that children didn't go to school every day, or in the summer. Have children draw a variety of crops or animals raised in the United States, including those grown in their own state or neighborhood. They can draw either right on the map or on paper that they will cut and paste on the appropriate state. The map can be traced from an atlas in the library or from a geography book. Talk about when various crops are planted and harvested, and the effects of growing seasons on migrant worker families. Talk about another change in work in America and how it affected schooling. For example, when America was becoming a manufacturing economy, during the Industrial Revolution, laws were made against child labor and for mandatory schooling. Help your child talk about how the work of parents in America today affects schooling, for example, the need for afterschool programs. 3. Imagine what school will be like in the future. Younger children may want to use blocks to build their future school, and older children may want to draw theirs.

What has remained the same about school from the past to the present? What has changed? If you could be the head of a school 20 years from now, what would you keep and what would you change based on your current school? How would you go about making the changes?

Time To Celebrate

On quarters, dimes, nickels, and pennies is written the phrase "E pluribus unum," "One out of many." What does it mean? What you'll need U.S. coins Map of the world Calendar History log

What to do 1. Have your children look at U.S. coins for the expression "E pluribus unum", and translate it for them: "One out of many." Explain to them that it refers to America as one nation with many peoples and cultures, and that it is not a common nationality but shared democratic values that bind us as a nation. 2. With your children talk about the following list of holidays celebrated in the United States. Look at a calendar to add other holidays, and next to each holiday write when it is celebrated and what is celebrated. New Year's Day Martin Luther King Jr.'s Birthday

January 1 January 15

New beginning Birth of a leader

Presidents' Day 3rd Monday Originally, Presidents of February Lincoln and Washington currently all former U.S. presidents Memorial Day Last Monday of May

War dead

Independence Day July 4 National independence; adoption of the Declaration of Independence in 1776 Labor Day

First Monday

Working people

of September Columbus Day Second Monday Landing of of October Columbus in the Bahamas in 1492 Veterans Day

November 11

Thanksgiving Fourth Day Thursday of November Christmas Day

War veterans

Giving thanks for divine goodness

December 25

Birth of Jesus

3. Use the opportunity of talking about what holidays celebrate to read original sources. For example: on Presidents' Day read one of the great presidential speeches such as the Gettysburg Address; on Martin Luther King's Day read the "I Have a Dream" speech. 4. Find holidays celebrated in other nations. Classmates, neighbors, and relatives from other countries are good sources of information. 5. Think and talk about other important holidays our nation should celebrate. 6. Discuss what your family celebrates, and have your children write about the discussion in their history log.

What kinds of accomplishments or events do we celebrate in America? What similarities and differences did you find between American holidays and holidays celebrated by people from other countries.

The Past Anew

Reenactments of historical battles or periods, such as colonial times, make our nation's history come alive. And they get our children involved. What you'll need A library card Local newspapers Phone book History log

What was unusual or interesting about the reenactment? What role did each of the reenactors play? If there was conflict, what was shown or said about its causes? What obstacles did the characters face? How did they overcome them?

What is the difference between the "real thing" and a performance of it? What did you learn from the performance? What to do 1. Find out where reenactments are held by looking in your local newspaper or calling your local historical society, State Park, or National Park Service. 2. Choose one, and prepare your child to see it by visiting a local museum or historical site that relates to the reenactment, or by watching a television program about the event or period to be reenacted. Use your local librarian and TV guide as resources. 3. Attend the reenactment and participate. Ask the reenactors questions about anything--from the kind of hat they are wearing to the meanings of the event or period for the development or transformation of America. Finally, help your child write about this experience in the history log. Parents and the Schools Educators and education policymakers at the national and state levels support an expanded history curriculum in our schools. Parents and schools can be partners in this endeavor as they work toward their common goal of educating children. Following are some well-proven measures for supporting your children's study of history at school, and for forming productive relationships with those responsible for their education away from home: 1. Become familiar with your school's history program. Ask yourself: * What do I see in my child's classroom that shows history is valued there? For example, are maps, globes, atlases, and original source documents visible? * Are newspapers and current events media part of the curriculum? Are biographies, myths, and legends used to study history? * Does my child regularly have history homework, and history projects periodically, including debates and mock trials? * Are there field trips relating to history? * Is my child encouraged to ask questions and look for answers from reliable sources? * How is knowledge of history assessed in addition to tests based on the textbook? * Are my children learning history in elementary and middle school, and are the history curriculums well coordinated? * Does the history curriculum include world history as well as American history?

* Does my school require teachers to have studied history? Or does it assign history classes to teachers with little or no background? 2. Talk often with your child's teachers. * Attend parent-teacher conferences early in the school year. * Listen to what teachers say during these conferences, and take notes. * Let teachers know that you expect your child to gain a knowledge of history, and that you appreciate their efforts towards this goal. * Ask the teachers what their expectations of the class and your child are. * Agree on a system of communication with the teachers for the year, either by phone or in writing twice a semester, and whenever you are concerned. * Keep an open mind in discussing your child's education with teachers; ask questions about anything you don't understand; and be frank with them about your concerns. 3. Help to improve history education in your child's school. * Volunteer in your children's history class, for example, to organize visits from the mayor or local historians, and to local historical sites. * If you feel dissatisfied with the history program, talk to your children's teachers first, and then to the principal, history curriculum division, superintendent, and finally the school board. Also talk to other parents for their input. Resources Listed below are a few of the many excellent books about people, events, and issues in American and world history that are available for primary and middle school children. They are available in most public and school libraries, as well as in children's bookstores. Suggestions came from: The New York Times Parents Guide to the Best Books for Children, by Eden Ross Lipson; History--Social Science Curriculum: A Booklet for Parents, by the California Department of Education; The Horn Book Guide to Children's and Young Adult Books, by The Horn Book, Incorporated; Children's Books in Print; and from the 1991 bibliography of the National Council for the Social Studies-Children's Book Council. The listing includes author, title, and publisher.

Primary Level Books 1. American History and Culture Adler, David A. A Picture Book of Eleanor Roosevelt. See also other titles in this series, and Thomas Jefferson: Father of Our Democracy, and George Washington: Father of Our Country. Holiday. Barth, Edna. Turkeys, Pilgrims and Indian Corn: The Story of the Thanksgiving Symbols. Clarion. Cherry, Lynne. A River Ran Wild. Harcourt Brace Jovanovich. Cohen, Barbara. Molly's Pilgrim. Lothrop. Faber, Doris. Amish. Doubleday. Ferris, Jeri. Go Free or Die: A Story about Harriet Tubman. See also Walking the Road to Freedom: A Story about Sojourner Truth. Carolrhoda Books. Fisher, Leonard E. The Statue of Liberty. Holiday. Fritz, Jean. Can't You Make Them Behave, King George? See also What's the Big Idea, Ben Franklin?, and Will You Sign Here, John Hancock? Coward. Gibbons, Gall. From Path to Highway: The Story of the Boston Post Road. T.Y. Crowell/HarperCollins. Harness, Cheryl. Three Young Pilgrims. Bradbury Press. Jakes, John. Susanna of the Alamo: A True Story. Harcourt Brace Jovanovich. Lawson, Robert. Watchwords of Liberty: A Pageant of American Quotations. Little, Brown. McGovern, Ann. If You Lived in Colonial Times. Scholastic. McGuffy, William Holmes. McGuffey's Third Eclectic Reader. Van Nostrand Reinhold. Monjo, F. N. The One Bad Thing about Father (biography of Theodore Roosevelt). See also The Drinking Gourd. Harper. O'Kelley, Mattie Lou. From the Hills of Georgia: An Autobiography in Paintings. Little, Brown. Provensen, Alice. The Buck Stops Here: The Presidents of the United States. HarperCollins. Rynbach, Iris V. Everything from a Nail to a Coffin. Orchard. Sewall, Marcia. The Pilgrims of Plimoth. See also People of the Breaking Day (same period from Indian point of view). Atheneum. Von Tscharner, Renata, and Ronald Fleming. New Providence: A Changing Cityscape. Harcourt Brace Jovanovich.

Waters, Kate. The Story of the White House. Scholastic. Williams, Sherley Anne. Working Cotton. Harcourt Brace Jovanovich. 2. World History and Culture Adler, David A. Our Golda: The Story of Golda Meir. Viking. Aliki. Mummies Made in Egypt. T.Y. Crowell/HarperCollins. Fisher, Leonard E. The Great Wall of China. See also Pyramid of the Sun--Pyramid of the Moon, and The Wailing Wall. Macmillan. Musgrove, Margaret W. Ashanti to Zulu: African Traditions. Dial. Provensen, Alice, and Martin Provensen. The Glorious Flight: Across the Channel with Louis Bleriot. Puffin. Sabin, Louis. Marie Curie. Troll. Stanley, Diane. Peter the Great. Four Winds. Wells, Ruth. A to Zen: A Book of Japanese Culture. Simon and Schuster. 3. Historical Fiction and Poetry Aliki. A Medieval Feast. T.Y. Crowell/HarperCollins. Baylor, Byrd. The Best Town in the World. Scribner's. Benchley, Nathaniel. Sam the Minuteman. HarperCollins. Burton, Virginia Lee. Litle House. Houghton Mifflin. Goble, Paul. Death of the Iron Horse. Macmillan. Hall, Donald. Ox-Cart Man. Puffin. Kurelek, William. A Prairie Boy's Winter. Houghton Mifflin. Kuskin, Karla. Jerusalem, Shining Still. Harper Trophy. Lee, Jeanne M. Ba-Nam. Henry Holt. Le Sueur, Meridel. Little Brother of the Wilderness: The Story of Johnny Appleseed. Holy Cow! Press. Livingston, Myra. Celebrations. Holiday. Lobel, Anita. Potatoes, Potatoes. HarperCollins. Longfellow, Henry Wadsworth. Hiawatha. Dial. Lyon, George-Ella. Who Came Down That Road? Franklin Watts. Spier, Peter. We the People: The Constitution of the U. S.. See

also Tin Lizzie, New Amsterdam, and The Star-Spangled Banner. Doubleday. Swift, Hildegarde, and Lynd Ward. Little Red Lighthouse and the Great Gray Bridge. Harcourt Brace Jovanovich. Turkle, Brinton. Thy Friend, Obadiah. Puffin. Zolotow, Charlotte. The Sky Was Blue. Harper. Upper Elementary Level Books 1. American History and Culture a. Original sources and biographies The Log of Christopher Columbus' First Voyage to America: in the Year 1492, As Copied Out in Brief by Bartholomew Las Casas. Linnett Books/Shoestring Press. Brown, Margaret W. (editor). Homes in the Wilderness: A Pilgrim's Journal of Plymouth Plantation in 1620, by William Bradford and Others of the Mayflower Company. Linnett Books/Shoestring Press. Cousins, Margaret. Ben Franklin of Old Philadelphia. Random. Douglass, Frederick. The Life and Times of Frederick Douglass. Macmillan. See also The Narrative and Selected Writings. Modern Library. Freedman, Russell. Franklin Delano Roosevelt. Clarion. See also Indian Chiefs, The Wright Brothers: How They Invented the Airplane (Holiday), and Lincoln: A Photobiography (Clarion). Harrison, Barbara, and Daniel Terris. A Twilight Struggle: The Life of John Fitzgerald Kennedy. Lothrop/Morrow. Lester, Julius. To Be a Slave. Dial. McKissack, Patricia, and Frederick McKissack. Mary McLeod Bethune: A Great Teacher. Enslow. Meltzer, Milton. The Black Americans: A History in Their Own Words. See also others in this "In their own words" series, and Voices from the Civil War. T.Y. Crowell/HarperCollins. Ravitch, Diane (editor). American Reader: Words That Moved a Nation. HarperCollins. b. Period History and Historical Fiction Alcott, Louisa May. Little Women. Little, Brown/Orchard House. See also An Old-Fashioned Thanksgiving. Holiday. Benet, Rosemary, and Stephen Vincent Benet. The Ballad of William Sycamore. Henry Holt.

Blumberg, Rhoda. The Incredible Journey of Lewis and Clark. Lothrop. Brink, Carol R. Caddie Woodlawn. Macmillan. Brown, Marion Marsh. Sacagawea: Indian Interpreter to Lewis and Clark. Childrens. Fisher, Leonard E. The Oregon Trail. See also Tracks Across America: The Story of the American Railroad, 1825-1900. Holiday. Flournoy, Valerie. The Patchwork Quilt. Dial. Forbes, Esther. Johnny Tremain. Houghton Mifflin. Freedman, Russell. Cowboys of the Wild West. Clarion. Fritz, Jean. Shh! We're Writing the Constitution. Putnam. See also other books by the same author on Pocahantas, Paul Revere, and others. Hakim, Joy. The First Americans, the first volume of the series A History of the United States. Oxford University Press. Haskins, Jim. Outward Dreams: Black Inventors and Their Inventions. Walker. Hawthorne, Nathaniel. True Stories from History and Biography. Ohio State University Press. Hunt, Irene. Across Five Aprils. Berkley. Jacobs, William J. Ellis Island: New Hope in a New Land. Scribner. Maestro, Betsy. A More Perfect Union: The Story of Our Constitution. Lothrop. Nixon, Joan L. A Family Apart. Bantam. O'Dell, Scott. King's Fifth. See also The Serpent Never Sleeps: A Novel of Jamestown and Pocahontas. Houghton Mifflin. Parker, Nancy W. The President's Cabinet and How It Grew. HarperCollins. Smith, Carter (editor). Daily Life: A Sourcebook on Colonial America. Millbrook. Stewart, George. The Pioneers Go West. Random. Wilder, Laura I. Little House in the Big Woods. See also others in the "Little House" series. Harper Trophy. 2. World History and Culture, and Historical Fiction Blumberg, Rhoda. The Remarkable Voyages of Captain Cook. Bradbury.

Corbishley, Mike. Ancient Rome. Facts on File. Foreman, Michael. War Boy: A Country Childhood. Arcade. Galbraith, Catherine A., and Rama Mehta. India Now and Through Time. Houghton Mifflin. Harkonen, Reijo. The Children of Egypt. Carolrhoda Books. Macaulay, David. Pyramid. See also City: A Story of Roman Planning and Construction; Cathedral: The Story of Its Construction; and Castle. Houghton Mifflin. Also available on video. Marrin, Albert. Napoleon and the Napoleonic Wars. Viking. Muller, Jorg. The Changing City. McElderry. Nhuong, Quang Nhuong. The Land I Lost: Adventures of a Boy in Vietnam. Harper Trophy. Rogasky, Barbara. Smoke and Ashes: The Story of the Holocaust. Holiday. Stott, Ken (illustrator). Columbus and The Age of Exploration. Bookwright. Collections Baker, Charles F., Ill. The Struggle for Freedom: Plays on the American Revolution. Cobblestone. Barchers, Suzanne, and Patricia Marden. Cooking Up U. S. History: Recipes and Research to Share with Children. Teacher Ideas Press. Bell, R. C. Board and Table Games From Many Civilizations. Dover Publications. Benet, Rosemary, and Stephen Vincent Benet. Book of Americans. Henry Holt. Boorstin, Daniel J., and Ruth F. Boorstin. The Landmark History of the American People. Random House. See also Visiting Our Past: America's Historylands. National Geographic Society. D'Aulaire, Ingri, and Edgar D'Aulaire. D'Aulaire's Book of Greek Myths. Doubleday. Dorell, Ann (collector). The Diane Goode Book of American Folk Tales and Songs. Dutton. Fearotte, Phyllis. The You and Me Heritage Tree: Children's Crafts from 21 American Traditions. Workman. Hughes, Langston, and Arna Bontemps. The Book of Negro Folklore. Dodd, Mead. McEvedy, Colin. The Penguin Atlas of Ancient History. Penguin. National Geographic Society. Historical Atlas of the United

States. Walker, Barbara M. The Little House Cookbook. Trophy. Children's Magazines Calliope: World History for Young People. Cobblestone Publishing, Inc., 30 Grove St., Peterborough, NH 03458. World history for grades 6-8. Cobblestone: The History Magazine for Young People. Cobblestone Publishing, Inc., same address as above. An American history monthly for grades 4-8. Videos An American Tail, Universal Studios. An animated fable about 19th century immigration, in color. The Civil War, PBS, directed by Kenneth Burns. An 11 hour series in color and black and white. Eyes on the Prize, PBS. A series on the civil rights movement in the United States. References for Parents Hirsch, E.D. Jr. What Your First Grader Needs To Know. See also titles on second-, third-, and fourth-graders. Doubleday/Core Knowledge Series. Local and National Resources Federal Government General Services Administration, Publications Sales Branch, NEPS-G, Washington, DC 20408. Write for a list of available "documents from the past." National Park Service, Office of Public Inquiries, Washington, DC 20013-7127. Write for maps and guides to national historic sites. National Register of Historic Places, Interagency Resources Division, National Park Service, P.O. Box 37127, Washington, DC 20013-7127. The Register's archives contain information on 59,000 places of national, state, and local significance. National Nonprofit Organizations American Association for State and Local History, 172 Second Avenue North, Suite 202, Nashville, TN 37201. The association

maintains an extensive list of museums, historic sites, and historical societies. National Council for History Education, 26915 Westwood Rd., Suite B-2, Westlake, Ohio 44145. Write to the council for the monthly newsletter, History Matters! The council also maintains a Speakers' Bureau. National History Day, University of Maryland at College Park, 0121 Caroline Hall, College Park, MD 20742. Write for information on local, regional, state, and national contests for middle schoolers. National Trust for Historic Preservation, 1785 Massachusetts Ave. NW, Washington, DC 20036. Write to them for lists of preservation groups in local communities throughout the United States. These groups often have walking maps and special historical programs.

Acknowledgments This booklet was made possible with help from the following people who provided materials and suggestions: George T. Reed, Rodney Atkinson, Gilbert Sewall, Joseph Ribar, Steven and Amy Jack, Candece Reed, Joseph and Peter Ryan, Nancy Taylor, Joan McKown, Susan Perkins Weston, Carol Shull, Paul Regnier, and Joyce Hunley. Special thanks are given to Judith J. French, a media specialist in Fairfax County Public Schools, for reviewing the bibliography; to the 1990 third-grade class of Capitol Hill Day School whose illustrations of historical houses in Washington, DC appear on page 13; to Leo and Diane Dillon for their advice on how to work with illustrators; and to Gerard Devlin, Nancy Floyd, John Fonte, Paul Gagnon, Wilma Prudhum Greene, Margery Martin, and many others at the U.S. Department of Education. The Helping Your Chad series was initiated by Diane Ravitch when she was Assistant Secretary of OERI, to expand educational opportunities for children. In addition, she provided a historian's thoughtful review of this manuscript. The following sources were consulted in conceiving the introductory text: Awakening Your Child's Natural Genius by Thomas Armstrong; Building a History Curriculum by the Bradley Commission on History in Schools; History-Social Science Framework for California Public Schools by the California State Department of Education; Framework for the 1994 NAEP U.S. History Assessment by the National Assessment Governing Board; Learning H/story by A.K. Dickinson et al.; and the Art of Eating (No.18), a newsletter by Edward Behr with an article on the history of breadmaking. The activities are inspired by suggestions from John Ahem; Kid's America by Steve Caney; Great Fast Breads by Carol Cutler; Native American Cookbook by Edna Henry; Claudia J. Hoone; Kathleen Hunter; Peter O'Donnell, Director of Museum Education at Old Sturbridge Village; Janice Ribar; and My Backyard History Book by David Weitzman.

What We Can Do To Help Our Children Learn: Listen to them and pay attention to their problems. Read with them. Tell family stories. Limit their television watching. Have books and other reading materials in the house. Look up words in the dictionary with them. Encourage them to use an encyclopedia. Share favorite poems and songs with them. Take them to the library--get them their own library cards. Take them to museums and historical sites, when possible. Discuss the daily news with them. Go exploring with them and learn about plants, animals, and local geography. Find a quiet place for them to study. Review their homework. Meet with their teachers. Do you have other ideas? _ .

Helping Your Child Learn Math with activities for children aged 5 through 13

By Patsy F. Kanter Foreword "Why?" This is the question we parents are always trying to answer. It's good that children ask questions: that's the best way to learn. All children have two wonderful resources for learning--imagination and curiosity. As a parent, you can awaken your children to the joy of learning by encouraging their imagination and curiosity.

Helping Your Child Learn Math is one in a series of books on different education topics intended to help you make the most of your child's natural curiosity. Teaching and learning are not mysteries that can only happen in school. They also happen when parents and children do simple things together. For instance, you and your child can: sort socks on laundry day--sorting is a major function in math and science; cook a meal together--cooking involves not only math and science but good health as well; tell and read each other stories--storytelling is the basis for reading and writing (and a story about the past is also history); or play a game of hopscotch together--playing physical games will help your child learn to count and start on a road to lifelong fitness. By doing things together, you will show that learning is fun and important. You will be encouraging your child to study, learn, and stay in school. All of the books in this series tie in with the National Education Goals set by the President and the Governors. The goals state that, by the year 2000: every child will start school ready to learn; at least 90 percent of all students will graduate from high school; each American student will leave the 4th, 8th, and 12th grades demonstrating competence in core subjects; U.S. students will be first in the world in math and science achievement; every American adult will be literate, will have the skills necessary to compete in a global economy, and will be able to exercise the rights and responsibilities of citizenship; and American schools will be liberated from drugs and violence so they can focus on learning. This book is a way for you to help meet these goals. It will give you a short rundown on facts, but the biggest part of the book is made up of simple, fun activities for you and your child to do together. Your child may even beg you to do them. At the end of the book is a list of resources, so you can continue the fun. As U.S. Education Secretary Lamar Alexander has said: The first teachers are the parents, both by example and conversation. But don't think of it as teaching. Think of it as fun. So, let's get started. I invite you to find an activity in this book and try it. Diane Ravitch Assistant Secretary and Counselor to the Secretary Contents Foreword Introduction The Basics Important Things To Know

Math in the Home Picture Puzzle More or Less Problem Solvers Card Smarts Fill It Up Haft Full, Haft Empty Name that Coin Money Match Money's Worth In the News Look It Up Newspaper Search Treasure Hunt Family Portrait Mathland: The Grocery Store Get Ready Scan It Weighing In Get into Shapes Check Out It's in the Bag Put It Away Math on the Go Number Search License Plates Total It How Long? How Far? Guess If You Can Appendices Parents and the Schools What Should I Expect from a Math Program? Resources Acknowledgments Introduction Most parents will agree that it is a wonderful experience to cuddle up with their child and a good book. Few people will say that about flash cards or pages of math problems. For that reason, we have prepared this booklet to offer some math activities that are meaningful as well as fun. You might want to try doing some of them to help your child explore relationships, solve problems, and see math in a positive light. These activities use materials that are easy to find. They have been planned so you and your child might see that math is not just work we do at school but, rather, a part of life. It is important for-home and school to join hands. By fostering a positive attitude about math at home, we can help our children learn math at school.

It's Everywhere! It's Everywhere! Math is everywhere and yet, we may not recognize it because it doesn't look like the math we did in school. Math in the world around us sometimes seems invisible. But math is present in our world all the time--in the workplace, in our homes, and in life in general. You may be asking yourself, "How is math everywhere in my life? I'm not an engineer or an accountant or a computer expert!" Math is in your life from the time you wake until the time you go to sleep. You are using math each time you set your alarm, buy groceries, mix a baby's formula, keep score or time at an athletic event, wallpaper a room, decide what type of tennis shoe to buy, or wrap a present. Have you ever asked yourself, "Did I get the correct change?" or "Do I have enough gasoline to drive 20 miles?" or "Do I have enough juice to fill all my children's thermoses for lunch?" or "Do I have enough bread for the week?" Math is all this and much, much more. How Do You Feel About Math? How do you feel about math? Your feelings will have an impact on how your children think about math and themselves as mathematicians. Take a few minutes to answer these questions: * Did you like math in school? * Do you think anyone can learn math? * Do you think of math as useful in everyday life? * Do you believe that most jobs today require math skills? If you answer "yes" to most of these questions, then you are probably encouraging your child to think mathematically. This book contains some ideas that will help reinforce these positive attitudes about math. You Can Do It! If you feel uncomfortable about math, here are some ideas to think about. Math is a very important skill, one which we will all need for the future in our technological world. It is important for you to encourage your children to think of themselves as mathematicians who can reason and solve problems. Math is a subject for all people. Math is not a subject that men can do better than women. Males and females have equally strong potential in math.

People in the fine arts also need math. They need math not only to survive in the world, but each of their areas of specialty requires an in-depth understanding of some math, from something as obvious as the size of a canvas, to the beats in music, to the number of seats in an audience, to computer-generated artwork. Calculators and computers require us to be equally strong in math. Theft presence does not mean there is less need for knowing math. Calculators demand that people have strong mental math skills--that they can do math in their heads. A calculator is only as accurate as the person putting in the numbers. It can compute; it cannot think! Therefore, we must be the thinkers. We must know what answers are reasonable and what answers are outrageously large or small. Positive attitudes about math are important for our country. The United States is the only advanced industrial nation where people are quick to admit that "I am not good in math." We need to change this attitude, because mathematicians are a key to our future. The workplace is rapidly changing. No longer do people need only the computational skills they once needed in the 1940s. Now workers need to be able to estimate, to communicate mathematically, and to reason within a mathematical context. Because our world is so technologically oriented, employees need to have quick reasoning and problem-solving skills and the capability to solve problems together. The work force will need to be confident in math.

Build Your Self-Confidence! To be mathematically confident means to realize the importance of mathematics and feel capable of learning to * Use mathematics with ease; * Solve problems and work with others to do so; * Demonstrate strong reasoning ability;, * See more than one way to approach a problem; * Apply mathematical ideas to other situations; and * Use technology. The Basics

You may have noticed that we are talking about "mathematics"--the subject that incorporates numbers, shapes, patterns, estimation, and measurement, and the concepts that

relate to them. You probably remember studying "arithmetic"--adding, subtracting, multiplying, and dividing--when you were in elementary school. Now, children are starting right away to learn about the broad ideas associated with math, including problem solving, communicating mathematically, and reasoning. Kindergartners are building bar graphs of birthday cakes to show which month has the most birthdays for the most children in the class. Second graders are using pizzas to learn fractions, and measurements are being taken using items other than rulers (for example, the illustrator of this book used his thumb to determine how large the pictures of the pizzas should be in proportion to the size of the words on the activities pages). What Does It Mean To * Be a Problem Solver, * Communicate Mathematically, and * Demonstrate Reasoning Ability? A problem solver is someone who questions, investigates, and explores solutions to problems; demonstrates the ability to stick with a problem for days, if necessary, to find a workable solution; uses different strategies to arrive at an answer; considers many different answers as possibilities; and applies math to everyday situations and uses it successfully. To communicate mathematically means to use words or mathematical symbols to explain real life; to talk about how you arrived at an answer; to listen to others' ways of thinking and perhaps alter their thinking; to use pictures to explain something; to write about math, not just give an answer. To demonstrate reasoning ability is to justify and explain one's thinking about math; to think logically and be able to explain similarities and differences about things and make choices based on those differences; and to think about relationships between things and talk about them.

How Do I Use this Book? This book is divided into introductory material that explains the basic principles behind the current approach to math, sections on activities you can do with your children, and lists of resources. The activities take place in three locations: the home, the grocery store, and in transit. The activities are arranged at increasingly harder levels of difficulty. Look for the circles, squares, and triangles that indicate the level of difficulty. The means that a child in kindergarten through 1st grade could probably play the game, the is for those in grades 2 and 3, and the signals an activity for a child in grades 4 through 8.

The activities you choose and the level of difficulty really depend on your child's ability if your child seems ready, you might want to go straight to the most difficult ones.

The shaded box on an activity page contains the answer or a simple explanation of the mathematical concept behind the activity so that you can explain when your child asks, "Why are we doing this?" With these few signs to follow along the way, your math journey begins. Important Things To Know It is highly likely that when you studied math, you were expected to complete lots of problems accurately and quickly. There was only one way to arrive at your answers, and it was believed that the best way to improve math ability was to do more problems and to do them fast. Today, the focus is less on the quantity of memorized problems, and more on understanding the concepts and applying thinking skills to arrive at an answer.

Wrong Answers Can Help! While accuracy is always important, a wrong answer may help you and your child discover what your child may not understand. You might find some of these thoughts helpful when thinking about wrong answers. Above all be patient. All children want to succeed. They don't want red marks or incorrect answers. They want to be proud and to make you and the teacher proud. So, the wrong answer tells you to look further, to ask questions, and to see what the wrong answer is saying about the child's understanding. Sometimes, the wrong answer to a problem might be because the child thinks the problem is asking another question. For example, when children see the problem 4 + ___ = 9, they often respond with an answer of 13. That is because they think the problem is asking What is 4+9?", instead of "4 plus what missing amount equals 9?" Ask your child to explain how the problem was solved. The response might help you discover if your child needs help with the procedures, the number facts, or the concepts involved. You may have learned something the teacher might find helpful. A short note or call will alert the teacher to possible ways of helping your child. Help your children be risk takers: help them see the value of examining a wrong answer; assure them that the right answers will come with proper understanding.

Problems Can Be Solved Different Ways Through the years, we have learned that while problems in math may have only one solution, there may be many ways to get the right answer. When working on math problems with your child, ask, "Could you tell me how you got that answer?" Your child's way might be different than yours. If the answer is correct and the strategy or way of solving it has worked, it is a great alternative. By encouraging children to talk about what they are thinking, we help them to become stronger mathematicians and independent thinkers. Doing Math in Your Head Is Important Have you ever noticed that today very few people take their pencil and paper out to solve problems in the grocery, fast food, or department store or in the office? Instead, most people estimate in their heads. Calculators and computers demand that people put in the correct information and that they know if the answers are reasonable. Usually people look at the answer to determine if it makes sense, applying the math in their heads to the problem. This, then, is the reason why doing math in their heads is so important to our children as they enter the 21st century. You can help your child become a stronger mathematician by trying some of these ideas to foster mental math skills: 1. Help children do mental math with lots of small numbers in their heads until they develop quick and accurate responses. Questions such as, "If I have 4 cups, and I need 7, how many more do I need?" or "If I need 12 drinks for the class, how many packages of 3 drinks will I need to buy?" 2. Encourage your child to estimate the answer. When estimating, try to use numbers to make it easy to solve problems quickly in your head to determine a reasonable answer. For example, when figuring 18 plus 29, an easy way to get a "close" answer is to think about 20 + 30, or 50. 3. As explained earlier, allow your. children to use strategies that make sense to them. 4. Ask often, "Is your answer reasonable?" Is it reasonable that I added 17 and 35 and got 367? Why? Why not?

What Jobs Require Math? All jobs need math in one way or another. From the simplest thought of how long it will take to get to work to determining how much weight a bridge can hold, all jobs require math.

If you took a survey, you would find that everyone uses math: the school teacher, the fast food worker, the doctor, the gas station attendant, the lawyer, the housewife, the painter.

Math in the Home This section provides the opportunity to use games and activities at home to explore math with your child. The activities are intended to be fun and inviting, using household items. Please note that the activities for K-1st grade are marked with a , the activities for grades 2 and 3 with a , and activities for grades 4 through 8 with a . Remember, * This is an opportunity for you and your child to "talk math," that is to communicate about math while investigating relationships. * If something is too difficult, choose an easier activity or skip it until your child is older. * Have fun!

Picture Puzzle

Using symbols to stand for numbers can help make math fun and easier for young children to understand. What you'll need Paper Pencil Crayons

What to do 1. Choose some symbols that your child can easily draw to stand for 1s and 10s (if your child is older, include 100s and 1,000s).

A face could 10s, and a bow could be 1s. 2. List some numbers and have your child depict them.

For example:

More or Less Playing cards is a fun way for children to use numbers.

What you'll need Coin 2 decks of cards Scratch paper to keep score

What to do 1. Flip a coin to tell if the winner of this game will be the person with "more" (a greater value card) or "less" (a smaller value card). 2. Remove all face cards (jacks, queens, and kings) and divide the remaining cards in the stack between the two players. 3. Place the cards face down. Each player turns over one card and compares: Is mine more or less? How many more? How many less? This game for young children encourages number sense and helps them learn about the relationships of numbers (more or less) and about adding and subtracting. By counting the shapes on the cards and looking at the printed numbers on the card, they can learn to relate the number of objects to the numeral.

Problem Solvers

These games involve problem solving, computation, understanding number values, and chance. What you'll need Deck of cards Paper Pencil

What to do

1. Super sums. Each player should write the numbers 1-12 on a piece of paper. The object of the game is to be the first one to cross off all the numbers on this list. Use only the cards 1-6 in every suit (hearts, clubs, spades, diamonds). Each player picks two cards and adds up the numbers on them. The players can choose to mark off the numbers on the list by using the total value or crossing off two or three numbers that make that value. For example, if the player picks a 5 and a 6, the player can choose to cross out 11, or 5 and 6, or 7 and 4, or 8 and 3, or 9 and 2, or 10 and 1, or 1, 2, and 8.

2. Make 100. Take out all the cards from the deck except ace through 6. Each player draws 8 cards from the deck. Each player decides whether to use a card in the tens place or the ones place so that the numbers total as close to 100 as possible without going over. For example, if a player draws two 1s (aces), a 2, a 5, two 3s, a 4, and a 6, he can choose to use the numerals in the following way: 30, 40, 10, 5, 6, 1, 3, 2. This adds up to 97.

These games help children develop different ways to see and work with numbers by using them in different combinations to achieve a goal. Card Support

Have your children sharpen their math skills even more. What you'll need Deck of cards Paper Pencil

What to do 1. How many numbers can we make? Give each player a piece of paper and a pencil. Using the cards from 1 (ace)-9, deal 4 cards out with the numbers showing. Using all four cards and a choice of any combination of addition, subtraction, multiplication, and division, have each player see how

many different answers a person can get in 5 minutes. Players get one point for each answer. For example, suppose the cards drawn are 4, 8, 9, and 2. What numbers can be made? 4+9+8+2=23 4+9-(8+2)=3 (8-4)x(9-2)=28 (9-8)x(4-2)=2 2. Make the most of it. This game is played with cards from 1 (ace) to 9. Each player alternates drawing one card at a time, trying to create the largest 5-digit number possible. As the cards are drawn, each player puts the cards down in their "place" (ten thousands, thousands, hundreds, tens, ones) with the numbers showing. One round goes until each player has 6 cards. At that point, each player chooses one card to throw out to make the largest 5-digit number possible. 3. Fraction fun. This game is played with cards 1 (ace)-10, and 2 players. Each player receives one-half of the cards. Players turn over 2 cards each at the same time. Each player tries to make the largest fraction by putting the 2 cards together. The players compare their fractions to see whose is larger. For example, if you are given a 3 and a 5, the fraction 3/5 would be made; if the other person is given a 2 and an 8, the fraction is 2/8. Which is larger? The larger fraction takes all cards and play continues until one player has all the cards.

Players can develop strategies for using their cards, and this is where the math skills come in.

Fill It Up Children enjoy exploring measurement and estimation. Empty containers can provide opportunities to explore comparisons, measurement, estimation, and geometry.

What you'll need Empty containers in different shapes (yogurt cups, margarine tubs, juice boxes with tops cut off, pie tins) Rice, popcorn kernels, or water Marker Masking tape Paper

What to do 1. Have your child choose an empty container each day and label it for the day by writing the day on a piece of masking tape and sticking it on the container. 2. Discover which containers hold more than, less than, or the same as the container chosen for that day by filling the day's container with water, uncooked rice, or popcorn kernels; and pouring the substance from that container into another one. Is the container full, not full, or overflowing? Ask your child, "Does this mean the second container holds more than the first, less, or the same?" 3. Ask your child questions to encourage comparison, estimation, and thinking about measurement. 4. Put all the containers that hold more in one spot, those that hold less in another, and those that hold the same in yet another. Label the areas "more," "less," and "the same? 5. After the containers have been sorted, ask, "Do we have more containers that hold more, hold less, or hold the same? How many containers are in each category?"

The process of predicting, filling the containers, and comparing how much each will hold, gives your child the opportunity to experiment with measurement without worrying about exact answers.

Half Full, Half Empty It is helpful to explore whole numbers and fractions through measurement and estimation. Children can see relationships and the usefulness of studying fractions.

What you'll need Clear container with straight sides, that holds at least 4 cups Masking tape Marker

Measuring cup with 1, 1/2, 1/4, 1/8 cup measures on it Uncooked rice, popcorn kernels, or water Other containers with which to compare What to do 1. Have your child run a piece of masking tape up the side of the container so that it is straight from the bottom to the top. 2. For younger children, use a 1-cup measure. For older children, use a 1/2, 1/4, and 1/8 cup measure. Pour the chosen amount of a substance listed above into the container. 3. Mark the level of the jar on the masking tape by drawing a line with a marker and writing 1 for one cup or 1/2, 1/4, or 1/8 on the line. 4. Follow this procedure until the container is full, and the tape is marked in increments to the top of the container. Now, the jar is marked evenly to measure the capacity of other containers. 5. While filling different containers, ask your child "thinking" questions. How many whole cups do you think this container will hold? How many 1/2, 1/4, or 1/8 cups do you think the container will hold? How many 1/2 cups equal a cup? How many 1/4 cups equal a 1/2 cup? A cup? How many 1/8 cups equal a 1/4 cup? A 1/2 cup? A 1/8 cup?

This activity provides a "hands-on" opportunity for children to experience fractions while making connections to the real world. Name that Coin Children love to look at coins but sometimes cannot identify the coins or determine their value.

What you'll need Penny Nickel Dime Quarter

What to do 1. Look at the coins and talk about what color they are, the pictures on them, and what they are worth. 2. Put a penny, nickel, and dime on the floor or table. 3. Tell your child that you are thinking of a coin. 4. Give your child hints to figure out which coin you are thinking of. For example, "My coin has a man on one side, a building on the other." 5. Let your child think about what you have said by looking at the coins. 6. Ask, "Can you make a guess?" 7. Add another clue: "My coin is silver." 8. Keep giving clues until your child guesses the coin. 9. Add the quarter to the coins on the table and continue the game. 10. Have your child give you clues for you to guess the coin.

This guessing game helps young children learn to recognize coins and develop problem-solving and higher level thinking skills.

Money Match This game helps children count change. Lots of repetition will make it even more effective.

What you'll need

A die to roll 10 of each coin (penny, nickel, dime) 6 quarters

What to do 1. For young players (5- and 6-year-olds), use only 2 different coins (pennies and nickels or nickels and dimes). Older children can use all coins. 2. Explain that the object of the game is to be the first player to earn a set amount (10 or 20 cents is a good amount). 3. The first player rolls the die and gets the number of pennies shown on the die. 4. Players take turns rolling the die to collect additional coins. 5. As each player accumulates 5 pennies or more, the 5 pennies are traded for a nickel. 6. The first player to reach the set amount wins. 7. Add the quarter to the game when the children are ready.

Counting money, which involves counting by 1s, 5s, 10s, and 25s, is a challenging skill and usually does not come easily to children until about the third grade. Money's Worth When children use coins to play games, it may help them use coins in real life situations.

What you'll need Coins Coupons

What to do 1. Coin clues. Ask your child to gather some change in his or her hand without showing what it is. Start with amounts of 25 cents or less. Ask your child to tell you how much money and how many coins there are. Guess which coins are

being held. For example, "I have 17 cents and 5 coins. What coins do I have?" (3 nickels and 2 pennies.) 2. Clip and save. Cut out coupons and tell how much money is saved with coins. For example, if you save 20 cents on detergent, say 2 dimes. Ask your child what could be purchased using the savings from the coupon. A pack of gum? A pencil? How much money could be saved with 3, 4, or 5 coupons? How could that money be counted out in coins and bills? What could be purchased with that savings? A pack of school paper? A magazine? How much money could be saved with coupons for a week's worth of groceries? How would that money be counted out? What could be purchased with that savings? A book? A movie ticket? Counting money involves thinking in patterns or groups of amounts: 1s, 5s, 10s, 25s. Start these activities by having your child first separate the coins or coupons by types: all the pennies together, all the nickels, all the dimes, all the quarters; the coupons for cereal, the coupons for cake and brownie mixes, the coupons for soap.

In the News Young children love to look at the newspaper. It is fun for them to realize that there are things for them to see and do with the paper.

What you'll need Newspaper Glue Paper Scissors Pencil or crayon

What to do 1. Newspaper numbers. Help your child look for the numbers 1-100 in the paper. Cut the numbers out and glue them in order onto a large piece of paper. For children who cannot count to 100 or recognize numerals that large, only collect up to the number they do know. Have your child say the numbers to you and practice counting. Collect only numbers within a certain range, like the numbers between 20 and 30. Arrange the numbers on a chart, grouping all the numbers with 2s in them, all the numbers with 5s, and so on. 2. Counting book. Cut out pictures from the newspaper and use them to make a counting book. Page one will have one thing on it, page 2 will have 2 things that are alike, page 3

will have 3 things that are alike, and so on. All the things on the pages have to be the same. At the bottom of each page, write the number of items on the page and the word for the item. Have your child dictate a story to you about what is on the page. Being able to read and understand the newspaper involves more than just the ability to read the words and understand what they say. It also involves the ability to read and understand numbers.

Look It Up These activities help children understand how items can be organized and grouped in logical ways.

What you'll need Newspaper Paper Scissors Glue What to do 1. Section selection. Show your child that the paper is divided into different sections and explain that each section serves a purpose. Show him that each section is lettered and how the pages are numbered. 2. Ad adventure. Provide your child with grocery store ads from the newspaper. Help him see how many items are listed and the prices. Compare the prices at different stores. Ask which store has the best bargain and why. Talk about the difference in prices between items bought at regular price, items on sale, and items bought with coupons. What happens when an item is bought on sale and bought with a coupon? 3. Solid search. Look at the store ads or coupons for pictures of all the cylinders, boxes, or cubes you can find. What are their different uses? Paste the pictures on paper and make a "book of geometric solids." Have one page for each solid.

Understanding that there is a logical order to the way things are arranged in the newspaper, and in the book of solids, helps show that math skills can be used in organizing written material. Comparing information, such as the sale prices at stores, also helps children see logical relationships that can be applied to writing.

Newspaper Search Search through the newspaper for mathematical data.

What you'll need Newspaper

What to do 1. Numbers in the news. Find the following things in the paper: a graph a number less than 10 something that comes in 2s, 3s, 4s a number more than 50 the days of the week a number more than 100 a number that is more than 100 but less than 999 a symbol or word for inches, feet, or yards a schedule of some kind a triangle a weather symbol a percent sign sports statistics

2. List it. Provide your child with the grocery section of the newspaper in order to make up a list of food that will feed the family for a week and meet a budget of a certain amount of money. Have your child make a chart and use a calculator to figure the cost of more than one item. If the total for the groceries is too great, talk about which items can be eliminated. Could the list be cut down by a few items or by buying less of another item? What will best serve the needs of the family?. 3. For a fraction of the cost. Give your child a few coupons and grocery ads from the paper. Help your child match the coupons to some of the grocery items in the ad. What fraction of the cost is the coupon? For example, if an item costs 79 cents and the coupon is for 10 cents off, what fraction of the cost can be saved? (About 1/8.) What percent are you saving on the item? (About 12 1/2 percent.)

One of the main ways people use numbers is for planning. Knowing how to plan how much things will cost before going to the store and how to read schedules and weather information

from the paper will help your child understand the world. Treasure Hunt Everyone's house has hidden treasures. There is a lot of math you and your child can do with them.

What you'll need Buttons Screws Washers Bottle caps Old keys Sea shells Rocks or anything else you can count

What to do 1. Find a container to hold the treasures. 2. Sort and classify the treasures. For example, do you have all the same sized screws or keys? How are they alike? How are they different? 3. Use these treasures to tell addition, subtraction, multiplication, and division stories. For example, if we share 17 buttons among three friends, how many will we each get? Will there be some left over? Or, if we have 3 shirts that need 6 buttons each, do we have enough buttons? 4. Organize the treasures by one characteristic and lay them end-to-end. Compare and contrast the different amounts of that type of treasure. For example, there are 3 short screws, 7 long screws, and 11 medium screws. There are 4 more medium screws than long ones. This may also provide an opportunity to talk about fractions: 7/21 or 1/3 of the screws are long.

Finding a container to hold the treasures gives your child practice in spatial problem solving. The treasures may help you to explain the concepts of addition, subtraction, multiplication, and division because they can be moved around

and grouped together so your child can count the items.

Family Portrait Have your child get to know members of your family by collecting information and picturing it on a graph.

What you'll need Paper Pencil Crayons What to do 1. Choose an inherited family characteristic: hair colors, for example. 2. Count how many people in the family have the different hair colors. 3. Make a graph. For example, if 5 people have brown hair, draw 5 heads side by side to show these five people. Do the same for the other hair colors.

Graphs help everyone, including adults, understand information at a glance. By looking at the lengths of the lines of heads, your child can quickly see which hair color, for example, is most common. Mathland: The Grocery Store The grocery store is one of the best examples of a place where math is real. Since trips to the grocery usually affect everyone in the family, the following activities include various levels of difficulty within the activity. Look for the symbols to determine which parts of the activities are for which ages: for grades K-1 for grades 2 and 3 for grades 4 through 8.

All of these activities can take place over many visits to the store.

Get Ready Getting ready to go shopping can help parents and children share their thinking strategies about math with one another.

What you'll need Paper Pencil Coupons (if you use them) What to do 1. Involve the family in making a list. List each item and mark with checks or tallies to indicate the number needed. 2. Look at the price of an item you bought last week and intend to buy this week. How much did it cost last week? How much does it cost this week? Do you want to Pay this week's price? Wait until the price comes down? Or, stock up if it is on sale? 3. Involve the group in deciding how much milk or juice will be needed for a week. You might decide to estimate by cups, explaining that 4 cups are equal to a quart and 4 quarts are a gallon. 4. If you collect coupons, organize them. Choose the coupons that match the items on the grocery list. Discuss how much money will be saved on various items by using coupons.

Practicing measurement and estimation will help improve your children's ability to predict amounts with accuracy.

Scan It Shopping is a part of life which really necessitates our being mathematically informed to be good consumers.

What you'll need Prices What to do 1. Notice whether the grocery store has prices on the items or whether the pricing is dependent on scanners. 2. If there are no prices on the items, notice the prices listed on the shelves. 3. Assign each child the job of remembering the price of a few items, particularly those listed on sale. 4. Being aware of the prices of items will help you verify that the scanners are working properly and that the total is accurate when you go to check out.

The ever increasing use of technology in the grocery store puts the burden on you to beware. Your protection lies in having strong mental math skills. Weighing In One fun place to try out estimation and measurement skills in the grocery store is the produce section where everyone can have the opportunity to participate.

What you'll need The grocery scale

What to do 1. Help your child examine the scale. Explain that pounds are divided into smaller parts called ounces and 16 ounces equal a pound. 2. Gather the produce you are purchasing, and estimate the weight of each item before weighing it. 3. Use sample questions to foster thinking about measurement and estimation. You might Want to ask your child,

How much do you think 6 apples will weigh? More than a pound, less than a pound, equal to a pound? How much do the apples really weigh? Do they weigh more or less than you predicted? How about the potatoes? Will 6 potatoes weigh more or less than the apples? How much do potatoes cost per pound? If they cost ___ cents per pound, what is the total cost? Some grocery stores have scales that tell all the answers to these questions, so in that case, estimate using the same procedure to make sure the machines are accurate.

Activities like this help children develop number sense for weight and foster the ability to compare items when measuring. Get into Shapes The grocery store is filled with geometric shapes. What you'll need Items at the store

What to do

1. Show your child the pictures of the shapes on this page before going to the store. This will help to identify them when you get to the store. 2. At the store, ask your child questions to generate interest in the shapes. Which items are solid? Which are fiat? Which shapes have fiat sides? Which have circles for faces? Rectangles? Do any have points at the top? 3. Point out shapes and talk about their qualities and their use in daily life. Look to see what shapes stack easily. Why?. Try to find some cones. How many can you find? Look for pyramids.

Determine which solids take up a lot of space and which ones stack well. Discuss why space is important to the grocer and why the grocer cares about what stacks well.

Boxes, cans, rolls of toilet paper or paper towels, ice cream cones and cones that hold flowers, plus produce such as oranges, grapes, and tomatoes are all geometric shapes. Recognizing these shapes helps children connect math to the real world.

Check Out The check out counter is where we commonly think about math in the grocery store. It's where the total is added up, the money is exchanged, and the change is returned.

What you'll need

All the items you intend to buy What to do 1. Have your child estimate the total. 2. Ask, if I have 10 one-dollar bills, how many will I have to give the clerk? What if I have 20 one-dollar bills? 5? How much change should I receive? What coins will I get? 3. Count the change with your child to make sure the change is correct.

One way to make estimating totals easy is to assign an average price to each item. If the average price for each item is $2 and if you have 10 items, the estimate would be about $20. It's in the Bag Here's some fun estimation to do with bags full of groceries.

What you'll need Bags of groceries What to do 1. Have your child guess how many objects there are in a bag. Ask: Is it full? Could it hold more? Could it tear if you put more in it? Are there more things in another bag of the same size? Why do some bags hold more or less than others? 2. Estimate the weight of the bag of groceries. Does it weigh 5 pounds, 10 pounds, or more? How can you check your estimate? Now, compare one bag to another. Which is lighter or heavier? Why?

This activity exposes children to the experiences of counting items and comparing qualities, as well as to judging spatial relationships and capacity. It shows how to estimate weight by feeling how much the bag weighs, comparing it to a

known weight (such as a 5-pound bag of sugar), or weighing it on a scale. Put It Away Now, the sorting begins as you put away the groceries. What you'll need Your bags of groceries Counter top or table to group items on What to do 1. Find one characteristic that is the same for some of the products. For example, some are boxes and some are cans. 2. Put all the items together that have the same characteristic. 3. Find another way to group these items. 4. Continue sorting, finding as many different ways to group the items as you can. 5. Play "Guess My Rule." In this game, you sort the items and invite your child to guess your rule for sorting them. Then, your child can sort the items, and you can guess the rule.

Sorting helps children develop classifying and reasoning skills and the ability to examine data and information. Math on the Go In this busy world, we spend a lot of time in transit. These are some projects to try while you are going from place to place. While you're moving, have your children keep theft eyes open for: * street and building numbers; * phone numbers on the sides of taxis and trucks; * dates on buildings and monuments; and * business names that have numbers in them.

Number Search The object is to look for numbers around you: on cars, buses, subways, and on foot.

What you'll need Some type of transportation or A place from which to observe Paper Pencil Ruler What to do 1. Create a chart that lists the numbers from 1-50. 2. Write down each number as family members locate that number on a car, a sign, a building. 3. Write down words that have numbers in them such as "one-stop shopping," "two-day service," or "Highway 20."

This is a great challenge for family members of all age, because even young children can learn to recognize numbers.

License Plates License plates have numbers and are fun to use to play games while on the go.

What you'll need License plates Paper Pencil

What to do 1. Copy down a license plate. Read it as a number (excluding

the letters). For example, if the license is 663M218, the number would be six hundred sixty-three thousand, two hundred eighteen. 2. Find other license plates and read their numbers. Is the number less than, greater than, or equal to yours? 3. Estimate the difference between your number and another license plate. Is it 10, 100, 1,000, or 10,000? 4. Record the names of the states of as many different license plates as you see. From which state do you see the most? Which has the fewest? Prepare a chart or graph to show your findings.

These activities encourage reading, recognizing numbers, noticing symbols, writing, counting, and graphing.

Total It This is a good game for practicing quick mental computation.

What you'll need License plates

What to do 1. Call out the numbers on the license plate. 2. See who can add the numbers up correctly. What strategies were used? (Were the numbers added by 10's like 2+8; were doubles like 6+6 used?) 3. Try different problems using the numbers in a license plate. For example, if you use the plate number 663M218, ask, "Using the numbers on the plate, can you:

make a 1 using two numbers? make a 1 using three numbers? make a 1 using four numbers? make a 1 using five numbers? make a 1 using six numbers? make a 2 using 1 number?

Yes, 3-2=1. Yes, 6-(3+2)=1 Yes, (6+6)-8-3-1 Yes, 3-[(6+6)-8-2]=1 Yes, 8x2-(6+6)-3=1 Yes, the 2.

The problem solving and computation going on in your child's head is very important. It helps your child be creative with numbers.

How Long? How Far? Many times when you are on the go, you are headed somewhere that requires you be there by a certain time.

What you'll need Information about how far you're traveling and how long it will take

What to do 1. Ask your children how far they think you are traveling. Yards? Blocks? Miles? 2. Talk about how long it takes to get there. If it is 3:15 now, and it takes 45 minutes to get there, will we make it for a 4:15 appointment? How much extra time will we have? Will we be late? These types of questions help children see the usefulness of understanding distance and time.

Guess If You Can When children practice asking questions about numbers, they can develop an understanding of the characteristics and meanings of numbers.

What you'll need Questions about numbers

What to do 1. Let your child think of a number between a stated range of numbers while you try to guess the number by asking questions. Here is a sample conversation. Child: I am thinking of a number between 1 and 100. Parent: Is it more than 50? Child: No. Parent: Is it an even number? Child: No. Parent: Is it more than 20 but less than 40? Child: Yes. Parent: Can you divide this number up into 3 equal parts? And so on ... 2. After you have guessed your child's number, let your child guess a number from you by asking similar questions. The questions asked demonstrate many different levels of math. They can serve as learning tools for explaining concepts. For example, you can take the opportunity to explain what an even number is if your child does not know.

Parents and the Schools Here are a few ideas that might help you support a positive math environment in your child's school: 1. Visit the school and see if the children: * Are actively engaged in math; * Are talking about mathematics; * Are working together to solve math problems; * Have their math work on display; * Use manipulatives (objects that children can touch and move) in the classroom. 2. Explore the math program with your child's teacher, curriculum coordinator, or principal. Here are some questions you might ask: * Are there manipulatives in the classroom?

* Are you familiar with the National Council of Teachers of Mathematics standards (see next page)? * How are the standards being used in this school? * What can I do to help foster a strong math program where children can explore math concepts before giving the right answer? 3. If you would like to help out, here are some suggestions for parent groups: * Make games for teachers; * Help seek out sponsors who believe in a strong math program for the school and who might provide materials and resources; * Support math classes for families at your school. 4. Keep a positive attitude even if you don't like what you see. Work to improve the math curriculum by doing some of the things mentioned throughout this book. 5. Share this book with your child's teacher.

What Should I Expect from a Math Program? The National Council of Teachers of Mathematics (NCTM) has recently endorsed standards by which math should be taught in the elementary and middle grade years. The powerful nature of these standards is that they not only have the endorsement of the academic community, but they are also heavily endorsed by corporations. These endorsements, together with the technological advances of our society and the lack of math confidence in our work force, have combined to produce tremendous support for the standards. These standards make some assumptions about the way math should be taught and what parents might see when visiting the classroom. Here are some examples: 1. Children will be engaged in discovering mathematics, not just doing many problems in a book. 2. Children will have the opportunity to explore, investigate, estimate, question, predict, and test their ideas about math. 3. Children will explore and develop understanding for math concepts using materials they can touch and feel, either natural or manufactured. 4. The teacher will guide the students' learning, not dictate how it must be done. 5. Children will have many opportunities to look at math in terms of daily life and to see the connections among math topics such as between geometry and numbers.

6. Children will be actively involved in using technology (calculators and computers) to solve math problems. The complete list of standards is available from NCTM, 1906 Association Drive, Reston, Virginia 22091-1593 (1-800-235-7566).

Resources 1. Math for parents: Burns, Marilyn. Math for Smarty Pants. Little, Brown and Company. Burns, Marilyn. The I Hate Mathematics Book. Little, Brown and Company. Curriculum and Evaluation Standards for School Mathematics. National Council of Teachers of Mathematics. Reston, Virginia Help Your Child Learn Number Skills. Usborne Parents' Guides, EDC Publishing, 10302 East 55th Place, Tulsa, Oklahoma 74146. The Learning With Series. Cuisenaire Company, P.O. Box 5026, White Plains, New York 106025026, 1-800-237-3142. Parker, Tom, (1984). In One Day. Houghton Mifflin Company. Reys, Barbara. Elementary School Mathematics: What Parents Should Know about Estimation. National Council of Teachers of Mathematics. Reston, Virginia. 10 for $7.50. Reys, Barbara. Elementary School Mathematics: What Parents Should Know About Problem Solving. National Council of Teachers of Mathematics. Reston, Virginia. 10 for $7.50. Room, Adrian. The Guiness Book of Numbers. Sterling Publishing Company, Inc., 387 Park Avenue South, New York, New York 10016-8810. Stenmark, Virginia Thompson and Ruth Cossey. Family Math. Lawrence Hall of Science, University of California at Berkeley, Berkeley California 94720. Thomas, David A., (1988). The Math-Computer Connection. Franklin Watts. Thomas, David A., (1988). Math Projects for Young Scientists. Franklin Watts. Math Matters. National PTA and Exxon Foundation. Video tape and pamphlet useful for parent meetings. The following pamphlets are available from the National Council of Teachers of Mathematics, 1906 Association Drive, Reston, Virginia 22091-1593 (1-800-235-7566). All are priced 20 for $5, 100 for $15. "Family Math Awareness Activities"

"Help Your Child Learn Math" "Using Calculators to Improve Your Child's Math Skills" 2. Books for children: Almost every book you read with your child will offer the opportunity to talk about math, because math is everywhere. Some books lend themselves more to in-depth and specific math discussion. Only a fraction of these books could be listed here. Anno, Mitsumasa. Anno's Counting Book. Thomas Y. Crowell. Anno, Mitsumasa. Anno's Counting House. Philomel Books. Anno, Mitsumasa. Anno's Hat Trick. Philomel Books. Anno, Mitsumasa. Anno's Math Games. Philomel Books. Anno, Mitsumasa. Anno's Mysterious Multiplying Jar. Philomel Books. Carle, Eric. The Grouchy Ladybug. Philomel Books. Carle, Eric. 1,2,3 to the Zoo. Philomel Books. Carle, Eric. The Very Hungry Caterpillar. Philomel Books. Carter, David. How Many Bugs in a Box? Simon and Schuster. Cobb, Vicki and Kathy Darling. Bet You Can. Avon. Cobb, Vicki and Kathy Darling. Bet You Can't. Avon. Conran, Sebastian. My First 123 Book. Aladdin Books. Daly, Eileen. 1 Is Red. Western. Dee, Ruby. Two Ways to Count to Ten. Holt. Demi. Demi's Count the Animals 123. Grosset and Dunlap. Feelings, Muriel. Moja Means One: Swahili Counting Book. Dial. Grayson, Marion. Let's Count. Robert B. Luce, Inc. Grayson, Marion. Count Out. Robert B. Luce, Inc. Hoban, Tana. Circles, Triangles, and Squares. MacMillan Publishing Company, Inc. Hoban, Tana. Count and See. Macmillan Publishing Company, Inc. Hoban, Tana. Is It Rough, Is It Smooth, Is It Bumpy? Macmillan Publishing Company, Inc. Hudson, Cheryl. Afro-Bets 123 Book. Just Us Productions. Hutchins, Pat. The Doorbell Rang. Greenwillow Books.

Hutchins, Pat. One Hunter. Greenwillow Books. Jones, Carol. This Old Man. Houghton Mifflin Company. Keats, Ezra Jack. Over in the Meadow. Scholastic. Kitchen, Bert. Animal Numbers. Dial. Kredenser, Gaff. One Dancing Drum. Phillips. Lionni, Leo. Numbers To Talk About. Pantheon Books. Marley, Deborah. Animals One to Ten. Raintree. McMillan, Bruce. Counting Wildflowers. Lothrop, Lee & Shepard Books, Inc. McMillan, Bruce. One, Two, One Pair. Scholastic. Nolan, Dennis. Monster Bubbles. Prentice Hall. Pluckrose, Henry. Know about Counting. Franklin Watts. Pomerantz, Charlotte. The Half-Birthday Party. Clarion Books. Ross, H.L. Not Counting Monsters. Platt and Munk. Schwartz, David M. How Much Is a Million? Lothrop, Lee & Shepard Books, Inc. Schwartz, David M. If You Made a Million. Lothrop, Lee & Shepard Books, Inc. Tafuri, Nancy. Who's Counting? William Morrow & Co. Testa, Fulvio. If You Take a Pencil. Dial. Viorst, Judith. Alexander Who Used To Be Rich Last Sunday. Atheneum. Vogel, Ilse-Margret. 1 Is No Fun, But 20 Is Plenty.t Atheneum. Ziefert, Harriet. A Dozen Dizzy Dogs. Random House. 3. Magazines and periodicals: Dynamath. Scholastic. Available from the school division. Filled with many different activities that involve all strands of math. Children in grade 5 particularly like this. Nine publications are sent each school year. $5.00 for the subscription. Games Magazine, P.O. Box 10147, Des Moines, Iowa 50347. The adult version of Games Junior (see below). Older children may prefer this to Games Junior. Games Junior, P.O. Box 10147, Des Moines, Iowa 50347. A challenging but fun magazine of all different kinds of games that give children hours of "brain workouts." Appropriate for ages 7 and up. Math Power. Scholastic. Available from the school

division. Exciting and inviting, this magazine is filled with many activities that involve all types of math. Good for grades 3 and 4. Nine publications are sent each school year for $5.00. Puzzlemania. Highlights, P.O. Box 18201, Columbus, Ohio 43218-0201. Includes puzzles involving words, logical thinking, hidden pictures, spatial reasoning, etc. The cost is about $7.50 per month. Zillions. Consumer Reports, P.O. Box 54861, Boulder, Colorado 80322. Children's version of Consumer Reports. Shows math in the real world and offers children the opportunity to see how gathering data and information can lead to good decision-making. The cost is approximately $2.75 per issue. Acknowledgments This book was made possible with help from the following people: Phil Demartini, Headmaster, St. Francis School, Goshen, Kentucky;, Janet G. Gillespie, Teacher, Woodlawn Elementary School, Portland, Oregon; David Kanter; Sharon Nelson, Principal, Lower School, Isidore Newman School, New Orleans, Louisiana; Kathy Rabin, Teacher, Isidore Newman School; and Annette Raphel, Curriculum Coordinator, Milton Academy, Milton, Massachusetts. Others who reviewed early drafts or provided information and guidance include: Iris Carl, Past President, National Council of Teachers of Mathematics; Mary Connolly, Marketing Manager, Elementary Mathematics, DC Heath; Julie Fisher, Visiting Mathematics Educator, National Council of Teachers of Mathematics; Vera M. White, Principal, Jefferson Junior High School, Washington, D.C.; and many people in the U.S. Department of Education. Special thanks go to Leo and Diane Dillon for their advice on how to work with illustrators and to Alison Goldstein and Emily Dorfman, two Maryland third graders who marked the manuscript for color overlays. Appreciation is also expressed to Nathan and Julie Kanter for testing many of the activities contained in this book. Patsy E. Kanter is Assistant Principal/Curriculum Coordinator at the Isidore Newman Lower School in New Orleans, Louisiana. She is also an instructor of family math and a consultant for the Louisiana Children's Museum. She has been an elementary school mathematics teacher, and she founded the Newman Math Institute at Newman School. She is the author, with Janet Gillespie, of Every Day Counts and Math Every Day and has written articles on mathematics for professional magazines. She has a B.A. from Newcomb College, and, in listing her academic credentials, she credits her mother, Louise Hirsch Friedler, as being her first teacher, "who always tried to make learning interesting for me."

Jerry Guillot is the art teacher for Isidore Newman Lower School in New Orleans, Louisiana, where he has taught for the past 24 years. He has a B.A. from Lousiana State University and

received his teaching certification from Tulane University. He has taught classes and workshops on elementary art for both college students and private organizations. He is also a graphic artist for a New Orleans company.

Brian A. Griffin (pages 10, 11, 30, 35, 45, 46) is a designer for the San Jose Mercury News, San Jose, California. He was formerly the Art Director of Kids Today, a weekly children's newspaper published by Gannett Co., Inc. He has won awards from the Society of Newspaper Design, PRINT Regional Design Annual, and the Art Director's Club of Metropolitan Washington. What We Can Do To Help Our Children Learn: Listen to them and pay attention to their problems. Read with them. Tell family stories. Limit their television watching. Have books and other reading materials in the house. Look up words in the dictionary with them. Encourage them to use an encyclopedia. Share favorite poems and songs with them. Take them to the library--get them their own library cards. Take them to museums and historical sites, when possible. Discuss the daily news with them. Go exploring with them and learn about plants, animals, and local geography. Find a quiet place for them to study. Review their homework. Meet with their teachers. Do you have other ideas? .

Helping Your Child Learn To Read with activities for children from infancy through age 10

By Bernice Cullinan and Brod Bagert Foreword "Why?" This is the question we parents are always trying to answer. It's good that children ask questions: that's the best way to learn. All children have two wonderful resources for learning--imagination and curiosity. As a parent, you can awaken your children to the joy of learning by encouraging their imagination and curiosity. Helping Your Child Learn to Read is one in a series of books on different education topics intended to help you make the most of your child's natural curiosity. Teaching and learning are not mysteries that can only happen in school. They also happen when parents and children do simple things together. For instance, you and your child can: sort the socks on laundry day-sorting is a major function in math and science; cook a meal together-cooking involves not only math and science but good health as well; tell and read each other stories--storytelling is the basis for reading and writing (and a story about the past is also history); or play a game of hopscotch together playing physical games will help your child learn to count and start on a road to lifelong fitness. By doing things together, you will show that learning is fun and important. You will be encouraging your child to study, learn, and stay in school. All of the books in this series tie in with the National Education Goals set by the President and the Governors, The goals state that, by the year 2000: every child will start school ready to learn; at least 90 percent of all students will graduate from high school; each American student will leave the 4th, 8th, and 12th grades demonstrating competence in core subjects; U.S. students will be first in the world in math and science achievement; every American adult will be literate, will have the skills necessary to compete in a global economy, and will be able to exercise the rights and responsibilities of citizenship; and American schools will be liberated from drugs and violence so they can focus on learning. This book is a way for you to help meet these goals. It will give you a short rundown on facts, but the biggest part of the book is made up of simple, fun activities for you and your child to do together. Your child may even beg you to do them. At the end of the book is a list of resources, so you can continue the fun. Let's get started. We invite you to find an activity in this book and try it. Contents

Foreword Introduction The Basics Start Young and Stay with It Advertise the Joy of Reading! Remember When You Were Very Young Home Is Where the Heart Is Important Things To Know It's Part of Life One More Time Talking about Stories The More the Merrier How Do I Use This Book? Read Along Look for Books Books and Babies R and R: Repetition and Rhyme Poetry in Motion Read to Me Family Reading Time Story Talk Write and Talk, Too Tot Talk What's in a Name? World of Words Book Nooks Family Stories Now Hear This P.S. I Love You Easy as Pie Write On TV Make a Book Make Your Own Dictionary Parents and the Schools A Postscript about Older Children Resources Acknowledgments Introduction When parents help their children lean to read, they help open the door to a new world. As a parent, you can begin an endless learning chain: You read to your children, they develop a love of stories and poems, they want to read on their own, they practice reading, and finally they read for their own information or pleasure. They become readers, and their world is forever expanded and enriched.

This book focuses primarily on what you can do to help children up to 10 years of age. During these years you can lay the foundation for your child to become a lifelong reader. In the first section, you will find some basic information about reading to your child. This is followed by suggestions that guide you to * read with your child and make this all-important time together enjoyable; * stimulate your child's interest in reading and language; and * learn about your child's school reading programs and find ways to help. While most of the book is for parents of children up to 10 years of age, there is a brief section for parents of older children on how to help them continue to grow as readers. Finally, there is a resource section. As you make reading with your child a routine part of your lives, this section will help you to find new ideas and a variety of books you both might like.

You don't need to be an especially skillful reader yourself to help your child. In fact, some public libraries offer adult literacy programs that involve reading to children as a way to improve literacy skills for the whole family. Nor do you have to devote great amounts of time to reading with your child. It's the quality of time that counts. Just be consistent--give as much time as you can each day to help your child. The activities suggested are designed to fit into busy schedules. Helping your child become a reader is an adventure you will not want to miss. The benefits to your child are immeasurable, and in the process you will find your world becoming richer as well.

The Basics There is no more important activity for preparing your child to succeed as a reader than reading aloud together. Fill your story times with a variety of books. Be consistent, be patient, and watch the magic work. Start Young and Stay with It At just a few months of age, an infant can look at pictures, listen to your voice, and point to objects on cardboard pages. Guide your child by pointing to the pictures, and say the names of the various objects. By drawing attention to pictures and associating the words with both pictures and the real-world objects, your child will learn the importance of

language. Children learn to love the sound of language before they even notice the existence of printed words on a page. Reading books aloud to children stimulates their imagination and expands their understanding of the world. It helps them develop language and listening skills and prepares them to understand the written word. When the rhythm and melody of language become a part of a child's life, learning to read will be as natural as learning to walk and talk. Even after children lean to read by themselves, it's still important for you to read aloud together. By reading stories that are on their interest level, but beyond their reading level, you can stretch young readers' understanding and motivate them to improve their skills.

Advertise the Joy of Reading! Our goal is to motivate children to want to read so they will practice reading independently and, thus, become fluent readers. That happens when children enjoy reading. We parents can do for reading what fast food chains do for hamburgers... ADVERTISE! And we advertise by reading great stories and poems to children. We can help our children find the tools they need to succeed in life. Having access to information through the printed word is an absolute necessity. Knowledge is power, and books are full of it. But reading is more than just a practical tool. Through books we can enrich our minds; we can also relax and enjoy some precious leisure moments. With your help, your children can begin a lifelong relationship with the printed word, so they grow into adults who read easily and frequently whether for business, knowledge, or pleasure. Remember When You Were Very Young

Between the ages of 4 and 7, many children begin to recognize words on a page. In our society this may begin with recognition of a logo for a fast food chain or the brand name of a favorite cereal. But, before long, that special moment when a child holds a book and starts to decode the mystery of written words is likely to occur. You can help remove part of the mystery without worrying about a lot of theory. Just read the stories and poems and let them work their wonders. There is no better way to prepare your child for that moment when reading starts to "click," even if it's years down the road. It will help, however, if we open our eyes to some things adult readers tend to take for granted. It's easier to be patient when we remember how much children do not know. Here are a few concepts we adults know so well we forget sometimes

we ever learned them. * There's a difference between words and pictures. Point to the print as you read aloud. * Words on a page have meaning, and that is what we learn to read. * Words go across the page from left to right. Follow with your finger as you read. * Words on a page are made up of letters and are separated by a space. * Each letter has at least two forms: one for capital letters and one for small letters. These are examples of hieroglyphics.

Imagine how you would feel if you were trying to interpret a book full of such symbols. That's how young readers feel. But, a little patience (maybe by turning it into a puzzle you can solve together) is certain to build confidence. Home Is Where the Heart Is It's no secret that activities at home are an important supplement to the classroom, but there's more to it than that. There are things that parents can give children at home that the classrooms cannot give. Children who are read to grow to love books. Over the years, these children will have good memories to treasure. They remember stories that made them laugh and stories that made them cry. They remember sharing these times with someone they love, and they anticipate with joy the time when they will be able to read for themselves. By reading aloud together, by being examples, and by doing other activities, parents are in a unique position to help children enjoy reading and see the value of it.

Important Things To Know It is important to keep fun in your parent-child reading and to let joy set the tone and pace. Here is a story to keep in mind. Shamu is a performing whale, to the delight of many. However, she sometimes gets distracted and refuses to do her tricks. When that happens, her trainers stand around in dripping wetsuits and wait for her stubbornness to pass. They know that when a 5,000-pound whale decides she doesn't want to flip her tail on cue, there is very little anyone can do about

it. But whales like to play, and sooner or later Shamu returns to the game of performing for her audience. Shamu's trainers know this so they're always patient, they're always confident, and they always make performing fun.

While helping your child become a reader is certainly different from training a whale, the same qualities of patience, confidence, and playfulness in your approach will get results. If, from time to time, your child gets distracted and loses interest, take a break. Children love to learn. Give them a little breathing room, and their interest will always be renewed.

It's Part of Life Although the life of a parent is often hectic, you should try to read with your child at least once a day at a regularly scheduled time. But don't be discouraged if you skip a day or don't always keep to your schedule. Just read to your child as often as you possibly can. If you have more than one child, try to spend some time reading alone with each child, especially if they're more than 2 years apart. However, it's also fine to read to children at different stages and ages at the same time. Most children enjoy listening to many types of stories. When stories are complex, children can still get the idea and can be encouraged to ask questions. When stories are easy or familiar, youngsters enjoy these "old friends" and may even help in the reading. Taking the time to read with your children on a regular basis sends an important message: Reading is worthwhile.

One More Time You may go through a period when your child favors one book and wants it read night after night. It is not unusual for children to favor a particular story, and this can be boring for parents. Keep in mind, however, that a favorite story may speak to your child's interests or emotional needs. Be patient. Continue to expose your children to a wealth of books and eventually they will be ready for more stories. Talking about Stories It's often a good idea to talk about a story you are reading, but you need not feel compelled to talk about every story. Good stories will encourage a love for reading, with or without conversation. And sometimes children need time to think about stories they have read. A day or so later, don't be surprised if your child mentions something from a story you've read together.

The More the Merrier From time to time, invite other adults or older children to listen in or join in reading aloud. The message is: Reading is for everybody. How Do I Use This Book? There are two types of activities in this book to help * make reading with your child enjoyable and * increase writing, talking, and listening to boost your child's love of language. Most of the activities are for children who range in age from 3 to 10 years, with a few for babies. The symbols next to the activities can guide you.

Infant up to 2 years

Preschooler (ages 3-5)

Beginning reader (ages 6-7)

Developing reader (ages 8-10) Enjoyment is essential in the process of helping your child become a reader. All of the activities are written with this thought in mind. So, if you and your child don't enjoy one activity, move on to something else and try it again later.

Read Along The following is intended to help you become a parent who is great at reading with your child. You'll find ideas and activities to enrich this precious time together. Children become readers when their parents read to them. It really is as simple as that. And here's the good news: It's easy to do and it's great fun. With a little practice you will be making the memories of a lifetime, memories both you and your child will cherish. It is best to read to your child early and often. But it's

never too late to begin. Start today. Although the activities in this section are designed to enhance reading aloud with preschoolers and beginning readers, a child is never too old to be read to. With youngsters, remember that reading is a physical act, as well as a mental one. It involves hand-eye coordination. So, when you read, involve your child by * pointing out objects in the pictures; * following the words with your finger (so your child develops a sense that the words go from left to fight on the page); and * having your child help turn the pages (to lean that the pages turn from fight to left).

Look for Books

The main thing is to find books you both love. They will shape your child's first impression of the world of reading. What to do 1. Ask friends, neighbors, and teachers to share the names of their favorite books. 2. Visit your local public library, and as early as possible, get your child a library card. Ask the librarian for help in selecting books. (Also see the resources section at the end of this book.) 3. Look for award-winning books. Each year the American Library Association selects children's books for the Caldecott Medal for illustration and the Newbery Medal for writing. 4. Check the book review sections of newspapers and magazines for recommended new children's books. 5. As soon as they're old enough, have your children join you in browsing for books and making selections.

6. If you and your child don't enjoy reading a particular book, put it aside and pick up another one.

Keep in mind your child's reading level and listening level are different. When you read easy books, beginning readers will soon be reading along with you. When you read more advanced books, you instill a love of stories, and you build motivation that transforms children into lifelong readers.

Books and Babies

Babies love to listen to the human voice. What better way than through reading! What you'll need Some baby books (books made of cardboard or cloth with flaps to lift and holes to peek through)

What to do 1. Start out by singing lullabies and folk songs to your baby. At around 6 months, look for books with brightly colored, simple pictures and lots of rhythm. (Mother Goose is perfect.) At around 9 months, include books that feature pictures and names of familiar objects. 2. As you read, point out objects in the pictures and make sure your baby sees all the things that are fun to do with books. (Pat the Bunny by Dorothy Kunhardt is a classic touch-and-feel book for babies.) 3. Vary the tone of your voice, sing nursery rhymes, bounce your knee, make funny faces, do whatever special effects you can to stimulate your baby's interest. 4. Allow your child to touch and hold cloth and sturdy cardboard books. 5. When reading to a baby, be brief but read often.

As you read to your baby, your child is forming an association between books and what is most loved -- your voice and closeness. Allowing babies to handle books deepens their attachment even more. R and R: Repetition and Rhyme

Repetition makes books predictable, and young readers love knowing what comes next. What you'll need Books with repeated phrases* Short rhyming poems * A few favorites are: Alexander and the Terrible, Horrible. No Good , Very Bad Day by Judith Viorst; Brown Bear, Brown Bear, What Do You See? by Bill Martin, Jr.; Horton Hatches the Egg by Dr. Seuss; and The Little Engine That Could by Watty Piper. There are many good booklists that highlight those books with repetitive refrains. (See the resources section.) What to do 1. Pick a story with repeated phrases or a poem you and your child like. 2. For example, read: Wolf Voice:

Little pig, little pig, Let me come in.

Little Pig:

Not by the hair on my chinny-chin-chin.

Wolf Voice: Then I'll huff and I'll puff, And I'll blow your house in! After the wolf has blown down the first pig's house, your child will soon join in with the refrain.

3. Read slowly, and with a smile or a nod, let your children know you appreciate their participation. 4. As children grow more familiar with the story, pause and give them the chance to "fill in the blanks." 5. Encourage your children to pretend to read, especially books that contain repetition and rhyme. Most children who enjoy reading will eventually memorize all or parts of a book and imitate your reading.

When youngsters anticipate what's coming next in a story or poem, they have a sense of mastery over books. When children feel power, they have the courage to try. Pretending to read is an important step in the process of learning to read.

Poetry in Motion

When children act out a good poem, they love its rhyme, rhythm, and the pictures it paints with a few well-chosen words. They grow as readers by connecting emotion with the written word. What you'll need Poems that rhyme, tell a story, and are written from a child's point of view What to do 1. Read a poem slowly to your child, and bring all your dramatic talents to the reading. (In other words, ham it up.) 2. If there is a poem your child is particularly fond of, suggest acting out a favorite line. Be sure to award such efforts with delighted enthusiasm. 3. Then suggest acting out a verse, a stanza, or the entire poem. Ask your child to make a face of the way the character in the poem is feeling. Remember that facial expressions bring emotion into the performer's voice. 4. Again, be an enthusiastic audience for your child. Applause is always nice. 5. If your child is comfortable with the idea, look for a larger setting with an attentive, appreciative audience. Perhaps an after-dinner "recital" for family members would appeal to your child. 6. Mistakes are a fact of life, so ignore them.

Poems are often short with lots of white space on the page. This makes them manageable for new readers and helps to build their confidence.

Read to Me

It's important to read to your children, but equally important to listen to them read to you. Children thrive on

having someone appreciate their developing skills. What you'll need Books at your child's reading level What to do 1. Listen attentively as your child reads. 2. Take turns. You read a paragraph and have your child read the next one. As your child becomes more at ease with reading aloud, take turns reading a full page. Keep in mind that your child may be focusing on how to read, and your reading helps to keep the story alive. 3. If your children have trouble reading words, you can help in several ways. * Tell them to skip over the word, read the rest of the sentence, and ask what word would make sense in the story. * Help them use what they know about letters and sounds. * Supply the correct word. 4. Tell children how proud you are of their efforts and skills.

Listening to your children read aloud provides opportunities for you to express appreciation of their new skills and for them to practice their reading. Most importantly, it's another way to enjoy reading together. Family Reading Time

A quiet time for family members to read on their own may be the only chance a busy parent gets to read the paper. What you'll need Your own reading materials Reading materials for your children

What to do

1. Both you and your child should pick out something to read. 2. Don't be concerned if your beginning readers pick materials that are easier than their school reading books. Practice with easy books (and the comics) will improve their fluency. 3. If you subscribe to a children's magazine, this is a good time to get it out. There are many good children's magazines, and youngsters often get a special thrill out of receiving their own mail. 4. Relax and enjoy while you each read your own selections.

A family reading time shows that you like to read. Because you value reading, your children will too. Story Talk Talking about what you read is another way to help children develop language and thinking skills. You don't need to plan the talk, discuss every story, or expect an answer. What you'll need Reading materials

What to do 1. Read slowly and pause occasionally to think out loud about a story. You can speculate: "I wonder what's going to happen next!" Or ask a question: "Do you know what a palace is?" Or point out: "Look where the little mouse is now." 2. Answer your children's questions, and if you think they don't understand something, stop and ask them. Don't worry if you break into the flow of a story to make something clear. 3. Read the name of the book's author and illustrator and make sure your children understand what they do. Talking about stories they read helps children develop their vocabularies, link stories to everyday life, and use what they know about the world to make sense out of stories.

Write and Talk, Too

While reading with your child is most important, there are other activities that help to get children ready to read. With a solid foundation, your child will not only read, but will read with enthusiasm. Learning to read is part of learning language. It's like a little leaguer leaning to hit a baseball. The young hitter must learn to watch the ball when it is pitched, to step into it, and to swing the bat to make the hit. It's a single event made up of three acts. Baseball players learn to do all three at once. The same is true of learning language. When we use language, we speak words out loud, we read words on paper, and we write. This section has activities that encourage your child to * speak * read * write * listen

Begin long before you expect your child actually to read, and continue long after your child is an independent reader. Now, turn the page and start enjoying language. Tot Talk

What's "old hat" to you can be new and exciting to preschoolers. When you talk about everyday experiences, you help children connect their world to language and enable them to go beyond that world to new ideas.

What to do 1. As you get dinner ready, talk to your child about things that are happening. When your 2- or 3-year-old "helps" by taking out all the pots and pans, talk about them. Which one is the biggest? Can you find a lid for that one? What color is this one? 2. When walking down the street and your toddler stops to collect leaves, stop and ask questions that require more than a "yes" or "no" answer. Which leaves are the same? Which are different? What else grows on trees? 3. Ask "what if" questions. What would happen if we didn't

shovel the snow? What if that butterfly lands on your nose? 4. Answer your children's endless "why" questions patiently. When you say, "I don't know, let's look it up," you show how important books are as resources for answering questions. 5. After your preschooler tells you a story, ask questions so you can understand better. That way children learn how to tell complete stories and know you are interested in what they have to say. 6. Expose your children to varied experiences--trips to the library, museum, or zoo; walks in the park; or visits with friends and relatives. Surround these events with lots of comments, questions, and answers.

Talking enables children to expand their vocabulary and understanding of the world. The ability to carry on a conversation is important for reading development. Remember, it is better to talk too much than too little with a small child.

What's in a Name? Use your child's name to develop an interest in the world of print. What you'll need Paper Pencil, crayon, or marker

What to do 1. Print the letters of your child's name on paper. 2. Say each letter as you write it, "K...A...T...I...E" 3. When you finish, say, "That's your name!" 4. Have your child draw a picture. 5. When finished, say, "I have an idea! Let's put your name on your picture." As you write the letters, say them out loud. 6. If you have magnetic letters, spell out your child's name on the refrigerator door.

7. Print your child's name on a card, and put it on the door of your child's room or special place.

It's hard to overemphasize the importance of writing and displaying your child's name. World of Words Here are a few ways to create a home rich in words.

What you'll need Paper Pencils, crayons, markers Glue (if you want to make a poster) Newspapers, magazines Safety scissors

What to do 1. Hang posters of the alphabet on bedroom walls or make an alphabet poster with your child. 2. Label the things in your child's pictures. If your child draws a picture of a house, label it "house" and put it on the refrigerator. 3. Have your child watch you write when you make shopping or to-do lists. Say the words out loud and carefully print each letter. 4. Let your child make lists, too. Help your child form the letters and spell the words. 5. Look at newspapers and magazines with your child. Find an interesting picture and show it to your child as you read the caption out loud. 6. Create a scrapbook. Cut out pictures of people and places and label them.

By exposing your child to words and letters often, your child will begin to recognize the shapes of letters. The world of words will become friendly.

Book Notes

With very little effort, parents can introduce children to the wide world of books.

What to do 1. Visit the library. Get a library card in your child's name and one for yourself if you don't have one. Go to the children's section and spend time reading and selecting books to take home. Check out books yourself to show your child everyone can use and enjoy books and the library. Be sure to introduce your child to the librarian and ask about special programs the library has for children. 2. Start your own home library. Designate a bookcase or shelf especially for your child. Encourage your child to arrange the books by some method--books about animals, holiday books, favorite books. 3. Keep an eye out for inexpensive books at flea markets, garage sales, used book stores, and discount tables at book stores. Many public libraries sell old books once a year. You will find some real bargains! 4. Make your own books. (See activity on page 46.) Child-made books become lasting treasures and part of your home library.

When collecting books is an important family activity, parent send the message that books are important and fun. Family Stories

Family stories enrich the relationship between parent and child.

What to do 1. Tell your child stories about your parents and grandparents. You might even put these stories in a book and add old family photographs. 2. Have your child tell you stories about what happened on special days, such as holidays, birthdays, and family vacations. 3. Reminisce about when you were little. Describe things that happened at school involving teachers and subjects you were studying. Talk about your brothers, sisters, or friends. 4. Write a trip journal with your child to create a new family story. Recording the day's special event and pasting the photograph into the journal ties the family story to a written record. You can also include everyday trips like going to the market or the park.

It helps for children to know that stories come from real people and are about real events. When children listen to stories, they hear the voice of the storyteller. This helps them hear the words when they learn to read aloud or read silently.

Now Hear This

Children are great mimics. When you tell stories, your child will begin to tell stories, too.

What to do 1. Have your child tell stories like those you have told. Ask: "And then what happened?" to urge the story along. 2. Listen closely when your child speaks. Be enthusiastic and responsive. 3. If you don't understand some part of the story, take the time to get your child to explain. This will help your child understand the relationship between a speaker and a

listener and an author and a reader. 4. Encourage your child to express himself or herself. This will help your child develop a wide vocabulary. It can also help with pronouncing words clearly.

Having a good audience is very helpful for a child to improve language skills, as well as poise in speaking. Parents can be the best audience a child will ever have.

P.S. I Love You

Something important happens when children receive and write letters. They realize that the printed word has a purpose. What you'll need Paper Pencil, crayon, or marker

What to do 1. Send your child little notes (by putting them in a pocket or lunch box, for example). When your child shows you the note, read it out loud with expression. Some children will read the notes on their own. 2. When your child expresses a feeling or thought that's related to a person, have your child write a letter. Have your child dictate the words to you if your child doesn't write yet. For example: Dear Grandma, I like it when you make ice cream. It's better than the kind we buy at the store. Your grandson, Darryl P.S. I love you.

3. Ask the people who receive these notes to respond. An oral response is fine--a written response is even better. 4. Explain the writing process to your child: "We think of ideas and put them into words; we put the words on paper; people read the words; and people respond."

Language is speaking, listening, reading, and writing. Each element supports and enriches the other. Sending letters will help children become writers, and writing will make them better readers.

Easy as Pie

Preparing meals is another good way for children to practice language skills. What you'll need Paper Pencil Cookbook or recipes Food supplies

What to do 1. Ask children to help you prepare a grocery list. 2. Take them to the market and have them find items on the list. 3. Have them help put away the groceries and encourage them to read the labels, box tops, and packages as they store them. 4. Have them read the ingredients from a recipe. 5. Prepare a meal together and let them take needed items from shelves and storage areas. 6. Talk about the steps in preparing a meal--first, second, and so on. 7. Praise the efforts of your early reader and encourage other family members to do the same.

The purpose of reading is to get meaning from the page. By using reading skills to prepare a meal, children see positive results from reading. Write On

Writing helps a child become a better reader, and reading helps a child become a better writer. What you'll need Pencils, crayons, or markers Paper or notebook Chalkboard

What to do 1. Ask your preschooler to dictate a story to you. It could include descriptions of your outings and activities, along with mementos such as fall leaves, birthday cards, and photographs. Older children can do these activities on their own. 2. Use a chalkboard or a family message board as an exciting way to involve children in writing with a purpose. 3. Keep supplies of paper, pencils, markers, and the like within easy reach. 4. Encourage beginning and developing writers to keep journals and write stories. Ask questions that will help children organize the stories, and respond to their questions about letters and spelling. Suggest they share the activity with a smaller brother, sister, or friend. 5. Respond to the content of children's writing, and don't be overly concerned with misspellings. Over time you can help your child concentrate on learning to spell correctly.

When the children begin to write, they run the risk criticism, and it takes courage to continue. Our job as parents is to help children find the courage. This we can do by expressing our appreciation of their efforts.

Television can be a great tool for education too. The keys are setting limits, making good choices, taking time to watch together, discussing what you view, and encouraging follow-up reading. What to do

1. Limit your child's television viewing time and make your rules and reasons clear. Involve your child in choosing which programs to watch. Read the TV schedule together to choose. 2. Monitor what your child is watching, and whenever possible, watch the programs with your child. 3. When you watch shows with your child, discuss what you have seen so your child can better understand the programs. 4. Look for programs that will stimulate your child's interests and encourage reading (such as dramatizations of children's literature and programs on wildlife, natural history, and science).

Many experts recommend that children watch no more than 10 hours of television each week. Limiting television viewing frees up time for reading and writing activities. It is worth noting that captioned television shows can be especially helpful with children who are deaf or hard-of-hearing, studying English as a second language, or having difficulty learning to read.

Make a Book

Turn your child's writing into a homemade book. The effect will be powerful. Suddenly books become a lot more human and understandable. What you'll need

Construction paper Yarn or ribbon Heavy paper or cardboard Colorful cloth or wrapping paper Paste Safety scissors

What to do 1. Paste pages of your child's writings onto pieces of construction paper. 2. Discuss the order the writings should go in. Should all the writings about animals go in one section and the writings about holidays in another? Which writings are the most important and where should they be placed in the book? 3. Number the pages. 4. Make a table of contents. 5. Make covers for the book with heavy paper or cardboard. You might want to paste colorful cloth or wrapping paper onto the covers. 6. Punch holes in the pages and the covers. 7. Bind the book together by lacing the yarn or ribbon through the holes. Make knots in the loose ends or tie them in a bow, so that the yarn or ribbon won't slip out. 8. Add pages to this book as more writings are completed or start a new book.

Making a book is a multi-step process from planning to writing to producing a final product.

Make Your Own Dictionary

A letter dictionary is a long-term project. What you'll need Notebook Pencil, pen, crayons, or markers

Old magazines Safety scissors Paste

What to do 1. Help your child head every page or two with a letter of the alphabet. 2. Cut out pictures of things from old magazines that start with the letters and paste them on the appropriate pages. 3. Help your child label the pictures. If it stops being fun, you can come back to the project at a later time. When you come back to it, don't worry if your child forgets something. That's the nature of young children. Parents and the Schools Success in school depends, in large part, on your child's ability to read, and your role in helping your child become a reader extends into the classroom. The kind of support you provide will, of course, change as your child grows older. Your involvement and monitoring your child's progress in school can help your child become a better reader. Involvement in school programs can take many forms, from attending PTA meetings to volunteering in school activities. Through action, not just words, you demonstrate to your child that school is important. In monitoring your child's progress in learning to read, you need to look at both the programs offered at school and your child's performance. Below is a checklist for different levels of schooling. There is much more information available to help you evaluate school reading programs. (See the Resources section, "For Parents.") Kindergarten * Do teachers frequently read aloud? * Are favorite stories read over and over again and is "pretend" reading encouraged? * Are there story discussions with opportunities for children to talk and listen? * Are there good materials available for children to read and have read to them? * Do teachers discuss with children the different purposes of reading? * Do children have opportunities to write? Do they compose

messages to other people? Beginning Reading Programs When children start school, they receive their first formal instruction in reading. At this stage, they learn to identify words--by translating groups of letters into spoken words. * Does the program include teaching the relationship between letters and sounds (phonics)? * Are children reading stories that encourage them to practice what they are learning? * Are children's reading materials interesting? Do they accommodate a child's limited reading vocabulary and the need to practice word identification with exciting stories? * Are teachers still reading stories aloud to children and including good children's literature? Developmental Reading Programs * Do reading and writing activities occur in every classroom and in every subject studied? As you walk through the school, do you see displays of children's writing on bulletin boards? * Are teachers providing direct instruction--teaching strategies that help students become better readers? * Are there plenty of opportunities for children to practice reading? (For third and fourth graders, this should include at least two hours a week of independent reading in school.) * Are there well-stocked school or classroom libraries? (Schools may enrich their collections by borrowing from a local public library.) * Are children encouraged to write meaningfully about what they read? It is not enough to fill in the blanks on worksheets; the point is to have children think about what they read, relate it to what they already know, and communicate these thoughts to others. Evaluating Your Child's Progress It is important to monitor your child's progress through reports from the teacher. Also, it is important to attend school open houses or similar events where teachers are available to explain the program and discuss children's progress with their parents. If you think your child should be doing better, consider

meeting privately with the teacher. In most cases, the teacher and principal will be able to shed light on your child's progress and what you might do to help. Your school system may have access to special resources such as a reading specialist and guidance counselor or to materials to address your child's needs. You may want additional help for your child. A good starting point is the nearest college or university. Most have reading tutorial services that are available on a sliding-fee scale. If not, there may be faculty or graduate students interested in tutoring. Then monitor your child's progress the same way you would his progress in school. If you do not see a difference in performance in 6 to 8 weeks, discuss the program with your child's tutor. Can the tutor explain the goals of the program and document your child's progress? If not, you may wish to consider another course of action. Some children struggle with reading problems where the cause is readily identifiable. Some of the more widely recognized causes of reading problems are vision and hearing impairments and poor speech and language development. But there are other schoolchildren who have problems reading because of a learning disability. Whatever the cause or nature of a child's reading problem, the earlier the difficulty is discovered and additional help provided, the better the child's chances are of becoming a successful reader. (See the Resources section, "For Parents.") The good news is that no matter how long it takes, with few exceptions, children can learn to read. One of the most important roles you can play in relation to your children's schoolwork is that of cheerleader. Applaud their efforts and their successes. Help them have the courage to keep trying.

A Postscript about Older Children You can't put a teenager on your lap and read stories every night. But you can still help older children become enthusiastic and fluent readers by adapting many of the same principles that work with the little ones. It is especially important to continue the following efforts: * Encourage reading for the fun of it and as a free-time activity. * Create an environment rich with books. * Talk and listen to your children. Language is like a four-legged stool: Speaking, listening, reading, and writing are its parts, and each supports the other. * Read with your children every chance you get--even if it's just part of a newspaper article at the breakfast table. * Encourage children to write by responding to the ideas they try to communicate in writing. * Set the example--put a book in your hands and be sure your children know you read for enjoyment and to get needed

information. * Monitor your children's schoolwork and applaud their efforts. Resources For Children What follows is a sampling from the wealth of children's literature available. Listed by age groups are three kinds of children's materials. * Books that relate to real-life events * Poems * Magazines There are many other excellent lists of children's books. For more information, see the next section, "Resources for Parents." Children's Books and Real-Life Events One sure way to get children to love to read is to make connections between books and what happens in their lives. If the book relates to what happened in real life and children see themselves in it, both the story and the event take on greater meaning. There are numerous books that deal with almost any event in a child's life. We present here a few illustrative topics to show the relation between books and life. Topics chosen include celebrating family occasions; the very personal experience of a loose tooth; a new baby; and knowing more about explorations in outer space. Family Celebrations Ages 4 to 8 Clifton, Lucille. Some of the Days of Everette Anderson; Ness, Evaline, illustrator. Henry Holt & Company. Greenfield, Eloise. Honey, I Love and Other Love Poems; Dillon, Diane and Leo, illustrators. HarperCollins Children's Books. Ringgold, Faith. Tar Beach. Crown. Say, Allen. Tree of Cranes. Houghton Mifflin. Zolotow, Charlotte. Mr. Rabbit and the Lovely Present; Sendak, Maurice, illustrator. HarperCollins Children's Books. ______. Over and Over; Williams, Garth, illustrator. HarperCollins Children's Books.

Ages 7 to 12 Adoff, Arnold. In for Winter, Out for Spring; Pinkney, Jerry, illustrator. Harcourt Brace Jovanovich. Baylor, Byrd. I'm in Charge of Celebrations; Parnall, Peter, illustrator. Macmillan Children's Book Group/Scribners. Goble, Paul. Her Seven Brothers. Bradbury Press. Esbensen, Barbara J. The Star Maiden: An Ojibway Tale; Davie, Helen K., illustrator. Little, Brown and Company. Loose Tooth Ages 5 to 8 Bate, Lucy. Little Rabbit's Loose Tooth; De Groat, Diane, illustrator. Crown. Birdseye, Tom. Air Mail to the Moon. Gammell, Stephen, illustrator. Holiday. Brown, Marc. Arthur's Tooth. Little, Brown and Company/Joy Street. Carson, Jo. Pulling My Leg; Downing, Julie, illustrator. Orchard. Cole, Joanna. Missing Tooth; Hafner, Marilyn, illustrator. Random House. McCloskey, Robert. One Morning in Maine. Viking Press. McPhail, David. The Bear's Toothache. Little, Brown and Company/Joy Street. New Baby Ages 5 to 8 Alexander, Martha. Nobody Asked Me If I Wanted a Baby Sister. Dial Press. Byars, Betsy. Go and Hush the Baby; McCully, Emily, illustrator. Puffin/Penguin. Clifton, Lucille. Everette Anderson's Nine Month Long; Grifalconi, Ann, illustrator. Henry Holt & Company. Henkes, Kevin. Julius, the Baby of the World. Greenwillow Books. Williams, Vera B. More, More, More, Said the Baby. Greenwidow Books.

Ages 7 to 12 Ellis, Sarah. A Family Project. Macmillan Children's Books/McElderry. Galbraith, Kathryn O. Roommates and Rachel; Graham, Mark, illustrator. Macmillan Children's Books/McElderry. Greenwald, Sheila. Alvin Webster's Surefire Plan for Success (and How It Failed). Little, Brown and Company/Joy Street. Space Exploration Ages 4 to 8 Barton, Byron. I Want to Be an Astronaut. Crowell. Branley, Franklyn M. The Sky Is Full of Stars; Bond, Felicia, illustrator. Crowell. Marshall, Edward. Space Case; Marshall, James, illustrator. Dial Press. Minarik, Else H. Little Bear; Sendak, Maurice, illustrator. HarperCollins Children's Books. Murphy, Jill. What Next, Baby Bear! Dial Press. Wildsmith, Brian. Professor Noah's Spaceship. Oxford. Ages 8 to 12 Apfel, Necia H. Nebulae: The Birth and Death of Stars. Lothrop. Blumberg, Rhoda. The First Travel Guide to the Moon: What to Pack, How to Go, and What to See When You Get There. Four Winds. Branley, Franklyn M. The Planets in Our Solar System; Madden, Don, illustrator and photographer. Crowell. ______. Rockets and Satellites, 2nd revised edition; Maestro, Giulio, illustrator. HarperCollins Children's Books. Cole, Joanna. The Magic School Bus Lost in the Solar System; Degen, Bruce, illustrator. Scholastic, Inc. Embury, Barbara, and Crouch, Tom D. The Dream Is Alive: A Flight of Discovery Aboard the Space Shuttle; with photographs from Smithsonian Air and Space Museum. HarperCollins Children's Books. Fox, Mary Virginia. Women Astronauts: Aboard the Space Shuttle; revised edition. Messner.

Lauber, Patricia. Seeing Earth from Space. Orchard. Livingston, Myra Cohn. Space Songs; Fisher, Leonard Everett, illustrator. Holiday House. Ride, Sally, and Okie, Susan. To Space and Back. Lothrop. Simon, Seymour. Look to the Night Sky: An Introduction to Star Watching; illustrations and star charts. Puffin/Penguin. Celebrate the Joy of Poetry Ages 5 to 12 Bagert, Brod. Let Me Be... the Boss, Poems for Kids to Perform; Smith, G.L., illustrator. Wordsong/Boyds Mills Press. Bryan, Ashley, ed. All Night, All Day: A Child's First Book of African-American Spirituals; Thomas, David Manning, musical arranger. Atheneum. Ciardi, John. The Monster Den: or Look What Happened at My House--and To It; Gorey, Edward, illustrator. Wordsong/Boyds Mills Press. ______. You Know Who; Gorey, Edward, illustrator. Wordsong/Boyds Mills Press. de Regniers, Beatrice S., ed. Sing a Song of Popcorn: Every Child's Book of Poems; illustrated by nine Caldecott Medal artists. Scholastic, Inc. Esbensen, Barbara J. Cold Stars and Fireflies: Poems of the Four Seasons; Bonners, Susan, illustrator. HarperCollins Children's Books. Giovanni, Nikki. Spin a Soft Black Song, Martins, George, illustrator. Hill & Wang/Farrat, Straus and Giroux. Hopkins, Lee Bennett. Happy Birthday; Knight, Hilary, illustrator. Simon & Schuster. ______. On the Farm; Molk, Laurel, illustrator. Little, Brown and Company. Lewis, Claudia. Up in the Mountains: And Other Poems of Long Ago; Fontaine, Joel, illustrator. HarperCollins Children's Books. Lewis, J. Patrick. Earth Verses and Water Rhymes; Sabuda, Robert, illustrator. Atheneum. Prelutsky, Jack. For Laughing Out Loud: Poems to Tickle Your Funnybone; Priceman, Marjorie, illustrator. Alfred A. Knopf. ______, ed. The Random House Book of Poetry for Children; Lobel, Arnold, illustrator. Random House. Sky-Peck, Kathryn, ed. Who Has Seen the Wind? An Illustrated Collection of Poetry for Young People; with photographs of

paintings from the Boston Museum of Fine Arts. Rizzoli International Publications. Stevenson, Robert Louis. A Child's Garden of Verses; Le Mair, Henriette Willebeek, illustrator. Philomel. Children's Magazines General Interest for Ages 2 to 12 Cricket, the Magazine for Children, P.O. Box 52961, Boulder, CO 80322-2961. Highlights for Children, 2300 West Fifth Avenue, Columbus, OH 43272-0002. Story Magazines for Ages 4 to 9 Chickadee, Young Naturalist Foundation, P.O. Box 11314, Des Moines, IA 50340. Ladybug, Cricket Country Lane, Box 50284, Boulder, CO 80321-0284. Sesame Street Magazine, Children's Television Workshop, One Lincoln Plaza, New York, NY 10023. Science, Nature, Sports, Math & History for Ages 7 to 12 Cobblestone: The History Magazine for Young People, Cobblestone Publishing, Inc., 30 Grove Street, Peterborough, NH 03458. DynaMath, Scholastic, Inc., 730 Broadway, New York, NY 10003. National Geographic World, National Geographic Society, 17th and M Streets NW, Washington, DC 20036. Odyssey, Kalmbach Publishing Co., P.O. Box 1612, Waukesha WI 53187. Ranger Rick, National Wildlife Federation, 1400 16th Street NW, Washington, DC 20036-2266. Sports Illustrated for Kids, Time Inc., Time & Life Building, Rockefeller Center, New York, NY 10020-1393. 3-2-1 Contact, Children's Television Workshop, One Lincoln Plaza, New York, NY 10023. U*S*Kids, Field Publications, 245 Long Hill Road, Middletown, CT 06457. Zillions, Consumers Union, 101 Truman Avenue, Yonkers, NY 10703-1057.

Resources For Parents The resources below are primarily for parents, but you can use them to guide you to resources for your children as well. Many of the books include excellent children's book lists; two are outstanding anthologies(*). In addition, don't overlook your public library as a source of book lists for children. Many publish their own lists of books that may relate to special programs for children or community needs and events. Butler, Dorothy. Babies Need Books, 2nd edition. Atheneum. Cullinan, Bernice. Read to Me: Raising Kids Who Love to Read. Scholastic, Inc. *Fadiman, Clifton, ed. The World Treasury of Children's Literature. Little, Brown and Company. Graves, Ruth, ed. The RIF** Guide to Encouraging Young Readers. Doubleday. (** Reading Is Fundamental, Inc.) Hearne, Betsy. Choosing Books for Children. Delacorte Press. Kimmel, Margaret Mary. For Reading Out Loud: A Guide to Sharing Books with Children. Delacorte Press. Larrick, Nancy. A Parent's Guide to Children's Reading, 5th edition. Bantam Books. *Russell, William F., ed. Classics to Read Aloud to Your Children, 1984 edition. Crown. Sader, Marion. Reference Books for Young Readers: Authoritative Evaluations of Encyclopedias, Atlases, and Dictionaries. Bowker. Trelease, Jim. The New Read-Aloud Handbook. Penguin Handbooks. In Addition The Library of Congress, Children's Literature Center prepares an annual list of more than 100 of the best children's books recently published for preschool through junior high school age. To order Books for Children, #8 (1992), send $1 to the Consumer Information Center, Department 101Z, Pueblo, CO 81009. The organizations below also publish lists of children's books and other helpful brochures that are available free or at a nominal cost, as well as books for parents on helping children learn to read. Request titles and ordering information directly from American Library Association Publications Order Department 50 East Huron Street Chicago, IL 60611

International Reading Association 800 Barksdale Road P.O. Box 8139 Newark, DE 19714-8139 Reading Is Fundamental, Inc. Publications Department Smithsonian Institution 600 Maryland Avenue, SW, Suite 500 Washington, DC 20024-2520 Federal Sources of Assistance If Your Child Has a Reading Problem or Leaning Disability ERIC Clearinghouse on Handicapped and Gifted Children The Council for Exceptional Children 1920 Association Drive Reston, VA 22091 National Information Center for Children and Youth with Disabilities P.O. Box 1492 Washington, DC 20013-1492 National Institute of Child Health and Human Development U.S. Department of Health and Human Services 9000 Rockville Pike, Bldg. 31 Bethesda, MD 20892 The National Library Service for the Blind and Physically Handicapped Library of Congress Washington, DC 20542 (202) 702-5100 Office of Special Education and Rehabilitative Services U.S. Department of Education Washington, DC 20202 Federal Publications for Parents on Helping Your Child In addition to Helping Your Child Learn To Read, the U.S. Department of Education publishes a number of books on related subjects. To find out what's available and how to order, request the Consumer Information Catalog listing nearly 200 useful federal publications. The Catalog is free from the Consumer Information Center, Pueblo, Colorado 81009.

Acknowledgments Marilyn Binkley of OERI provided a thoughtful review of the manuscript. The book she prepared entitled Becoming a Nation of Readers: What Parents Can Do gave inspiration for a number of the activities and was the basis for the section on parents and schools. Ray Fry, director of OERI's Library

Programs, provided invaluable support and guidance in developing this book. Nancy Floyd managed the production of the book, assisted by Torey Evans. Also, our special thanks go to Leo and Diane Dillon for their advice on how to work with illustrators.

Bernice Cullinan is a professor of Early Childhood and Elementary Education at New York University and a highly acclaimed reading specialist. She has authored numerous books about children and reading, most recently Read to Me: Raising Kids Who Love to Read.

Brod Bagert is the author of several books of poetry for children to read out loud. Mr. Bagert visits dozens of American cities as a keynote speaker for Bill Martin, Jr.'s Pathways to Literacy. During the school year he is invited to schools across the nation to read his poetry aloud as a way of motivating children to read.

Darlene Marie Francis is a Guild Member of YA/YA Gallery and an art student at Delgado Community College in New Orleans, Louisiana. She has also studied at the Accademia di Belle Arti, Perugia, Italy. Her work has been displayed in galleries in New York, Philadelphia, Atlanta, and Memphis in the United States, as well as in Paris, London, Amsterdam, Rotterdam, and Tuscany. Her whimsically painted chairs have appeared on Sesame Street, MTV, Today, and Japanese TV. What We Can Do To Help Our Children Learn: Listen to them and pay attention to their problems. Read with them. Tell family stories. Limit their television watching. Have books and other reading materials in the house. Look up words in the dictionary with them. Encourage them to use an encyclopedia. Share favorite poems and songs with them. Take them to the library--get them their own library cards. Take them to museums and historical sites, when possible. Discuss the daily news with them. Go exploring with them and learn about plants, animals, and local geography.

Find a quiet place for them to study. Review their homework. Meet with their teachers.

Do you have other ideas? .