Linda Silver selected the titles that "represent the best in writing, illustration, reader appeal, and authentically Jewish content--in picture books, fiction and non-fiction, for readers ranging from early childhood through the high school years."--P. [4] of cover.

The themes are broken up into five categories: food, animals, the world around, all about me, and popular children's book and authors. Highlights some of the most common, relevant values that could be associated with each theme. Also attempts to make Israel as real and relevant as possible, by highlighting aspects of Israeli life and culture that expand the theme at hand.

Did Goldilocks wilfully trespass and destroy the property of the three bears? What crime did the wolf commit against the three little pigs, and is the wolf obligated to repair the pigs’ homes? Was Peter Pan guilty of kidnapping? In Once Upon a Crime, students use familiar stories to experience what it is like to investigate a crime scene, uncover important facts, weave together an argument supported with evidence and witnesses, and present their findings in a trial that simulates a court hearing. They also learn about other ways of resolving conflict, such as mediation, negotiation, and restorative justice processes. Through these activities, children engage in critical thinking, hone their literacy skills, and learn about the role law plays in their lives and their rights and responsibilities as citizens. This book offers step-by-step instructions for conducting mock trials based on fairy tales and other multicultural stories. Five complete trial scripts are included for classroom use. Also included are ideas for adapting contemporary stories into civil and criminal trials, and mediation and negotiation activities. Once Upon a Crime complements the authors’ previous book, Let’s Talk About Law in Elementary School, which helps teachers integrate law-related ideas and pedagogical approaches into social studies, language arts, and science.

Educators are becoming increasingly concerned with more areas of discrimination and inequality that affects students. For example, as more immigrant students enter schools, understandings and skills for educating about language discrimination are needed. Similarly, as educators become more aware of the negative consequences of homophobic behavior on students, knowledge and approaches for dealing with homophobia in schools are called for. Open Minds to Equality deals with the expanding range of equity concerns. Membership in the largest association (National Association for Multicultural Educators) is growing by leaps and bounds. State-level associations are being started in these subjects all across the country. While focusing on discrimination based on race, gender, class, and age, the second edition also addresses bias based on religion, mental and physical ability, sexual orientation, and language. It provides educators an inclusive framework for thinking about diversity and responding practically to all these forms of difference in their classrooms. Activities in the book address both content and process. The content broadens the readersO awareness of the causes of inequality, particularly how differences are used to justify inequality. It encourages questions and the exploration of many sources of information and various points of view. The process is experiential, participatory, cooperative, and democratic. This book is extremely helpful for teachers, facilitators, staff development programs, and curriculum specialists. It is also appropriate for professionals in educational settings outside of schools such as camps, scouts, church groups, and youth agencies (all of which bought the first edition of this book). A Longwood Professional Book.