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Someone murdered Brian's girfriend, Amanda. The police think it was her father. Brian isn’t so sure. But everyone he knows is telling him to move on, get over it, focus on the present. Focus on basketball. Focus on hitting the perfect shot. Brian hopes that the system will work for Amanda and her father. An innocent man couldn’t be wrongly convicted, could he? But then Brian does a school project on Leo Frank, a Jewish man lynched decades ago for the murder of a teenage girl—a murder he didn’t commit. Worse still, Brian’s teammate Julius gets arrested for nothing more than being a black kid in the wrong place at the wrong time. Brian can’t deny any longer that the system is flawed. As Amanda’s father goes on trial, Brian admits to himself that he knows something that could break the case. But if he comes forward, will the real killer try for another perfect shot—this time against Brian?
Alexander, in North Carolina while his father decides whether to remarry and move there, meets the ghost of a Confederate soldier and helps him look for his family.
When Ian Slater's best friend, Teddy, suddenly vanishes, it's up to Ian to find out what happened. He and Teddy were supposed to take photographs together on the day Teddy disappeared—but Teddy never showed up. Rumors are flying, and everyone looks to Ian for answers. Has Teddy run away, searching for the father he's never met? Or has something more sinister happened? Ian doesn't know, and he can't quite remember everything that happened the day Teddy vanished. On top of that, he keeps having terrifying dreams and hearing strange voices. People are starting to say he's acting strangely, and the sheriff keeps questioning him. As Ian tries to hold it all together and search for clues to Teddy's disappearance, he strives to present those around him with the picture of a normal kid. But the more he finds out, the less he understands. How well does he really know Teddy? How well does he even know himself?
For use in schools and libraries only. When serial killer Hank Miller is killed in a shoot-out with police, his abused son Cameron adopts the identity of one of his father's victims in order to find a better life.
Twelve-year-old Benjy, in Virginia visiting the grandmother he has never met, meets the ghost of a Virginia Military Institute cadet who was killed in the Battle of New Market in 1864 and helps him recover his family's treasured gold watch.
Alphin's advice on how to successfully write a book focuses on how characters, more than any other story element, draw kids to the page and keep them hooked from the beginning to end.
Someone murdered Brian's girfriend, Amanda. The police think it was her father. Brian isn’t so sure. But everyone he knows is telling him to move on, get over it, focus on the present. Focus on basketball. Focus on hitting the perfect shot. Brian hopes that the system will work for Amanda and her father. An innocent man couldn’t be wrongly convicted, could he? But then Brian does a school project on Leo Frank, a Jewish man lynched decades ago for the murder of a teenage girl—a murder he didn’t commit. Worse still, Brian’s teammate Julius gets arrested for nothing more than being a black kid in the wrong place at the wrong time. Brian can’t deny any longer that the system is flawed. As Amanda’s father goes on trial, Brian admits to himself that he knows something that could break the case. But if he comes forward, will the real killer try for another perfect shot—this time against Brian?
Growing up in the 1830s, Louis Pasteur saw the horrifying effects of diseases like rabies and tuberculosis. Filled with curiosity and imagination, Pasteur began a lifelong search for answers to his many questions about diseases. Although many scientists disagreed with his unusual ideas, his discoveries made him famous. Through his dedication and insight, Pasteur saved millions of lives and laid the groundwork for future medical advancements.
This five-year ethnographic study examines issues of educational opportunity at Russell High, a multiethnic school in the city of Eastown. Focusing on the beliefs and values of students, teachers, and administrators, this study reveals how prevailing cultural beliefs, the collective nature of the student population, and the structure of the school system worked in concert, albeit unintentionally, to foster inequality. To make such an argument, this study draws on American cultural conceptions of individualism and adolescence--exploring how these beliefs were manifested in classrooms, in the efforts of two reform initiatives, in a protest-turned-riot by African American students in spring 1969, in school assemblies, and in local media--and thereby reveals how and why Russell students experienced educational opportunity in similar ways, for similar reasons, and with similar outcomes. Beyond exploring the cultural taken-for-granted at Russell High, this study considers the implications of such understanding for promoting educational opportunity more equitably.