Happy Birthday Dr. Seuss! March 2nd

Happy Birthday Dr. Seuss!!!!!

Born March 2nd, 1904

“Think left and think right and think low and think
high.  Oh the thinks you can think up if you only try.”

Image from the Almada County Library-Newark Branch

Celebrate with the National Education Association (NEA)

There are some great websites that give fun facts and activities for Dr. Seuss’ Birthday, including the NEA that use Dr. Seuss’ Birthday to promote reading in young children.  In addition to the article below, you can find great tools such as free downloadable versions of 4 different Dr. Seuss books on NEA’s website.

Students at Christopher Columbus Elementary School in Chester, Pa. (l-r) Giayra Franklin, Jose Arroyo, Kayla Grant, Kenny Bess, Tahneeyah Metts, Darnell Jones, Mya Ferguson, Charles King.
CREDIT: © 2009 Photo by Tommy Leonardi/NEA. Courtesy of the National Education Association. All Rights Reserved.

Hit the road with the Cat in the Hat!

More than 45 million readers were in the company of a good book on March 2, NEA’s Read Across America Day.

To rev up readers, the National Education Association launched its Cat-a-Van tours to bring the gift of reading and books to students in need. Through March 7 they’ll be en route all across the country.

Arrow icon Follow along!

About this Program

The National Education Association annually sponsors Read Across America. Now in its twelfth year, it focuses on motivating children to read, in addition to helping them master basic skills.

NEA's Read Across America logoThe reading celebration takes place each year on or near March 2, the birthday of Dr. Seuss. Across the country, thousands of schools, libraries, and community centers participate by bringing together kids and books, and you can too!

On March 2, the National Education Association is calling for every child to be reading in the company of a caring adult. National Education Association Website 2009, Read Across America

Exhibit located on the 1st Floor of Rebecca Crown Library

Since I am primarily a novelist, one might suppose I would choose from the veritable galaxy of star-bright twentieth-century novels to place into the hand of the 2101 child. Truly, there are many of them. But surely our future child will not be reading those novels unless he or she has already become a reader.

Dr. Seuss’s The Cat in the Hat is brilliantly written and drawn, full of enormous energy, funny and silly (not the same), even as it is accessible to a just-starting reader. It is all those things, and, better yet, it is luminously transgressive.

Think of all the rules that we teach and impose upon young people. As a parent I’ve done it myself. Then think of all those things that happen in The Cat in the Hat: the very odd stranger in the house, the being out of control, the breaking of things, the out-and-out naughty behavior, the wildness, the lack of remorse, and oh! above and beyond, the fun of it all!

As we move – or so it would appear – to global standardization, conformity, plus plain old dull sameness, an outrageous role model like the Cat in the Hat is exactly what the future child will require to restore some chaotic balance. That the child will get this from reading a book is an experience that will not only enrich the child but do much for the world of book reading, too. I hope.

By Avi

Horn Book Magazine; Nov/Dec2000, Vol. 76 Issue 6, p647-647, 1p, 1 cartoon

(Call Number: E. SE81CA)

Green Eggs and Ham is about imagination |. The genre of the story is Comedy, the setting is Fantasy.

Sam-I-Am wants a boy to like green eggs and ham, and keeps suggesting different places that the main character might enjoy them. Finally, the boy tries them and discovers that he actually does like green eggs and ham, so he thanks Sam.

Moral reasoning in the story focuses on concern for relationships.

The theme of the story is Don’t make up your mind about something without trying it.

Copyright ©2005 University of Notre Dame – Center for Ethical Education

(Call Number: E. SE81G)

“A lovely bit of tom-foolery which keeps up the suspense and surprise until the last page.”–The New York Times.

(Call Number: E. SE81F1965)

“Rare and wonderful imaginings are told in the author-artist’s inimitable rhyme and are shown in hilariously funny pictures.”–Booklist.

(Call Number: E. Se81m 1974)


Teaching Physical Science with Children’s Literature: Bartholomew and the Oobleck
Published by Alex on September 10, 2008

Most of us can agree that Dr. Suess is a phenomenal storyteller for kids. His whimsical drawings and poems appeal to all ages. In Bartholomew and the Oobleck, Dr. Suess incorporates elements of scientific theory in a fun story about a King who tries to change the weather. One day the King of Didd decides he is bored with the usual rain, snow, sun and fog that falls from the sky, he desires something more. He orders his magicians to create something else to fall from the sky and they decide to create Oobleck. The magicians announce,

“‘Won’t look like rain. Won’t look like snow.
Won’t look like fog. That’s all we know.
We just can’t tell you anymore.
We’ve never made oobleck before.'”

This little poem by the magicians lays out some the principals of physical science by comparing unknown and known substances and trying to understand what the new form of matter is. More of this demonstration in observation surfaces later in the story when all the oobleck does fall from the sky and sticks to everything, creating a gooey, green mess. The oobleck starts clogging up bird’s nests and instruments, it forces its way indoors through cracks and open windows. The Captain even tries tasting some and finds the oobleck makes him ill. All the while Bartholomew is trying to find the king to fix the problem. In the end, all the king has to do for the oobleck to go away, is publicly apologize. As soon as he says, “I’m sorry” the oobleck disappears, the sun comes out and the whole town is returned to peace.

Curriculum Connections
This book by Dr. Seuss can be used to initiate conversation in scientific theory, observation and the idea of matter. After discussing matter and how to classify it, the class could make oobleck themselves to study and experiment with. It can also be taken a different route and used to talk about the weather, why we have weather, what the seasons are, what normally falls from the sky. Bartholomew and the Oobleck satisfies SOLs in grades K-1 for observation and properties of matter (K.1, K.4, 1.1, 1.3) and grade 2 if you bring in the topic of weather (2.1, 2.6).

(Call Number: E. Se81b 1976)

“Highly recommended.”–(starred) School Library Journal.(Call Number: E. SE81CA)


March is Women’s History Month

Woman dropping ballot in ballot box, in Parliamentary election, re first time women allowed to vote, in illustration drawn by F. Matania. United Kingdom, Date Taken, December 18, 1918.  Image from Life database.

March is Women’s History Month

“National Womens History Month:  honorary observance of the month of March, as designated in 1987 by the U.S. Congress, in recognition of women’s many accomplishments throughout history. A variety of agencies, schools, and organizations observe the month by focusing on the “consistently overlooked and undervalued” role of American women in history. Libraries and communities promote special events that emphasize the achievements of women.”

“The significance of the month of March dates to the mid-19th century when, on March 8, 1857, a group of female garment workers in New York City staged a protest to demand better working conditions and pay. Police aggressively halted the demonstration, but several years later the determined women formed their own union. In 1911, March 19 was observed as International Women’s Day (IWD) to acknowledge women’s continuing struggle for recognition and rights. The date of IWD was changed to March 8 in 1921. In 1978 the schools of Sonoma county, California, named March Women’s History Month as a means of examining women’s history, issues, and contributions. The idea gained momentum, and in 1981 a congressional resolution proclaimed the week surrounding March 8 National Women’s History Week. In 1986 the National Women’s History Project played a significant role in the expansion of the observance to the entire month of March.”

“Other countries soon adopted similar month-long events. In 1992 Canada began celebrating Women’s History Month. October was selected as the designated month to commemorate the so-called Persons Case, in which the Privy Council of England (then Canada’s highest court of appeal) ruled in October 1929 that females were persons under the law, a decision that contradicted an earlier ruling of the Supreme Court of Canada. In March 2000 Australia began holding its own Women’s History Month.”   “National Women’s History Month.” Encyclopædia Britannica. 2009. Encyclopædia Britannica Online. 7 Mar. 2009

Women of Many Nations

Exhibit located on the 1st Floor of Rebecca Crown Library

Rostami-Povey, Elaheh. Afghan Women: Identity and Invasion. London: Zed Books, Limited, Feb. 2008.                                   (Call number, HQ1735.6 .R67 2007)


Afghan Women arrives at a crucial moment in the history of the global ‘War on Terror’ and provides us with a powerful analysis of the condition of women five years the ‘liberation’ of Afghanistan…After years of neglect, Afghan women were suddenly made visible in familiar roles in the War Story–roles that called for protection and for rescue–used this time (as in many other times) to help legitimize a military intervention. But ‘Is Afghanistan better now?’ (p.74) the author asks.

If politicians and international stakeholders tend to be generally optimistic about the advancements of the reconstruction process, Povey’s analysis provides us with a drastically different understanding of the situation…The first [chapter] describes women’s strategies for survival and struggle during the civil war and the Taliban regime…The second chapter is an account of women’s current situation in the broader context of military occupation and neo-liberal development policies…The last chapter analyses patterns of identity formation and changes in gender relations among Afghans in exile in Iran, Pakistan, the US and the UK.

Through life stories collected among various groups of women, Povey describes their struggle for survival and resistance. In contrast with success stories written by journalists employed by press conglomerates and military strategists, these women’s narratives illustrate the background setting against which Afghan women are fighting for the recognition of their rights.” Billaud, Julie. Rev. of Afghan Women: Identity and Invasionby Elaheh Rostami Povey. Feminist Theory Sep. 2008: 370-72.

African Women South of the Sahara

Stichter, Sharon B., and Jean Hay. African Women South of the Sahara. White Plains: Longman Publishing Group, July 1995. (Call number, HQ1788 .A571984)


“An interdisciplinary introductory text for undergraduates providing an overview of African women in the economy, in society and culture, and in politics and policy. First edition, 1984. Contains a few b&w photographs. Annotation c. by Book News, Inc., Portland, Or.” Reference and Research Book News, 19960300

Book Cover

Roy, Manisha. Bengali Women. Chicago: University of Chicago Press, Jan. 1975. (Call number, HQ1744.B4 R68)


“First published in 1972 and again in 1975, this study of Hindu Bengali women in upper and upper-middle class families in India is cited in BCL3. In a new afterword, Roy discusses changes in Bengali society and culture over the last two decades which have direct bearings on women’s lives: divorce and the breakup of the joint family, education, increasing Westernization, and the erosion of traditional religious practices. Annotation ©2003 Book News, Inc., Portland, OR (booknews.com)” Reference & Research Book News, 01/01/ 1993

Evans, Harriet. The Subject of Gender: Daughters and Mothers in Urban China. Asian Voices Ser. Lanham: Rowman & Littlefield Publishers, Incorporated, Dec. 2007. (Call number, HQ1767 .E83 2008)


“Through analysis of interviews conducted with 31 women spanning several generations, Evans (Chinese cultural studies, Univ. of Westminster) illustrates the impacts of political discourses, popular culture, and economic reforms on women’s female subjectivities and relationships with the most significant women in their lives–their mothers and daughters. This focus on the mother-daughter relationship constitutes a significant shift in China studies away from the family as exclusive patriline toward an inclusive understanding of women’s identities within the context of their female relationships.

Using Foucault’s notion of the discursive subject, Bourdieu’s understanding of embodied patriarchy, and Butler’s theory of gender as performance to analyze her interviewees’ narratives, Evans demonstrates that these women used their language and actions to both respond to and actively shape the gender discourses of their respective eras, simultaneously subscribing to and contesting patriarchy. Evans structures her work around eight recurrent themes in her interviewees’ narratives: separation, communication, reciprocity, private and public worlds, independence and difference, male privilege, filiality, and maternal authority. Her multigenerational approach historicizes motherhood and illustrates shifts in female subjectivity from the 1950s through the present. Summing Up: Highly recommended. All readers; all levels. N. E. Barnes University of California, Irvine” Choice, 20080901

Within the Plantation Household: Black and White Women of the Old South (Gender and American Culture)

Fox-Genovese, Elizabeth. Within the Plantation Household: Black and White Women of the Old South. Chapel Hill: University of North Carolina Press,  1988. (Call Number, HQ1438.A13 F69 1988)


“In her rich and rewarding book, Fox-Genovese challenges many of the conventions about women’s history, which has been largely extrapolated from the experiences of northeastern women. Southern women black and white were southerners, bound by a rural world built on human bondage and race and dominated by men. These women were not passive or victims, but resourceful and resistant. Still, Fox-Genovese rejects the now fashionable view that planters’ wives harbored antislavery or feminist sentiments. She places slave women at the center of opposition to slavery. Fox-Genovese has given black and white Southern women voices. Eloquent and powerful; for university and public libraries.Randall M. Miller, St. Joseph’s Univ., Philadelphia” Library Journal, 12/01/1988

Women and the Family in Rural Taiwan

Wolf, Margery. Women and the Family in Rural Taiwan. Palo Alto: Stanford University Press, June 1972.          (Call number, HQ1740.5 .W65)


“…Women and the Family presents a stimulating new perspective on Chinese rural society because it focuses on the largely neglected role of women… The author maintains that this androcentricity has partially distorted our vision of Chinese society, that “really” looks quite different from the woman’s point of view…The author also maintains that the women’s community functions as a conservative force in the village and that the women, especially the older ones, are suspicious of any change that threatens their traditional way of life. If this is true for other parts of China, it might be time to reexamine the role that peasant women played in the Chinese Communist revolution. Were peasant women part of the revolutionary vanguard during the early 1950s, as some Western feminist have argued, or were they reluctant participants in a social movement dominated by men? The problem is not easily resolved, of course, but Wolf’s analysis of the women’s community is a good example of the kind of insight that the fieldworking anthropologist can provide for an understanding of social change in post-revolutionary China… Wolf writes with great clarity and never loses track of her general audience. Women and the Family is highly recommended for specialists as well as non-specialists.” Watson, James L. Rev. of Women and the Family in Rural Taiwan, by Margery Wolf. The Journal of Asian Studies Vol. 34, No. 4 (Aug., 1975): 1039-41.

Lebra, Joyce. Women in Changing Japan. Special Studies on China and East Asia Ser. Boulder: Westview Press, May 1976.                    (Call number, HQ1762 .W65)


“There has long been a need felt for a good book on the roles of women in modern Japan…The authors of the 13 articles in this book come from a wide range of academic backgrounds, ranging from anthropology to German and political science, although all are American and all are women. Most of the authors reply heavily on interviews of women in specific roles in modern Japanese society and quote extensively from their informants, even including 15 pages of autobiography of one key informant. These first-person data are excellent and often more valuable than the analyses that accompany them… I would recommend that this volume be on the shelf of everyone interested in contemporary social structure in Japan or in comparative women’s roles in society.” Johnson, Thomas W. Rev. of Women in Changing Japan, by Joyce Lebra. American Anthropologist, New Series, Vol. 80, No. 2  (Jun., 1978): 445.

Websites about Women’s History

American Women’s History: A Research Guide

American Women’s History provides citations to print and Internet reference sources, as well as to selected large primary source collections. The guide also provides information about the tools researchers can use to find additional books, articles, dissertations, and primary sources.” This site was compiled by a librarian at Middle Tennessee State University Library, and specializes in American women’s history.


Library of Congress Celebrates Women’s History Month

“The Library of Congress, National Archives and Records Administration, National Endowment for the Humanities, National Gallery of Art, National Park Service, Smithsonian Institution and United States Holocaust Memorial Museum join in paying tribute to the generations of women whose commitment to nature and the planet have proved invaluable to society.”


National Women’s History Project

“The National Women’s History Project, founded in 1980, is an educational nonprofit organization. Our mission is to recognize and celebrate the diverse and historic accomplishments of women by providing information and educational materials and programs.”


Library/Media Center Spring Break Hours


Photo: Weebsie

No travel plans for Daytona this  Spring Break?  Then come on by the Library.

Library Hours – Spring Break

Mon., 3/9/09 –         Spring Break     CLOSED
Tues., 3/10/09 –      8:00am – 8:00pm
Wed., 3/11/09          8:00am – 8:00pm
Thurs., 3/12/09       8:00am – 8:00pm
Fri., 3/13/09             8:00am – 8:00pm
Sat., 3 /1 4 /09          Resume Regular Hours

Media Center Hours – Spring Break
Mon – 3/9                     CLOSED
Tues – 3/10                 8:00 am to 4:00 pm
Wed – 3/11                  8:00 am to 4:00 pm
Thurs – 3/12               8:00 am to 4:00 pm
Fri – 3/13                     8:00 am to 4:00 pm
Sat – 3/14                    12:00 pm to 4:00 pm
Sunday                        10:00 am  to 2:00 pm
Mon – 3/15                Resume Regular Hours