TeachGlobalEd.net

Recommended because there are very readable translations of 80 narratives collected by Walker from oral sources in Turkey, 1961-89, and now part of the Archive of Turkish Oral Narrative at Texas Tech University. Among the stories are versions of familiar European folktales, and of tales recounted in the Arabian Nights and other Arabic collections. Includes a guide to the pronunciation of Turkish names and a glossary of ideas (rather than terms) that might be unfamiliar to lay readers. Nicely illustrated with block prints by Helen Siegl. Of interest to teachers and storytellers as well as to folklorists and area specialists. Indexed only by title. Reviewed by Booknews.

Citation: Walker, Barbara.

Recommended because this is a thoughtful and enjoyable guide for people willing to traverse the desert of misunderstanding that separates them from the Arabs portrayed in the media with abundant demographic material certain to surprise less-informed readers and an extensive bibliography. The book covers such topics as beliefs and values, religion and society, the role of the family, friends and strangers, men and women, social formalities and etiquette, and communication styles. This edition includes a completely revised appendix on seventeen Arab countries.

Citation: Nydell, Margaret K. (Omar). (2002). Intercultural Press. $19.95.

Recommended because it provides the first comprehensive profile of the Taliban in the twenty-first century. Drawing on numerous interviews with key protagonists, conducted over a period of several year, Michael Griffin provides a fascinating eye-witness account of the Afghan conflict. he explains the origins and beliefs of the Taliban movement, its religious and political ethos, the character of its particular brand of Islamic Fundamentalism. Crucially, he examines the controversial nature of the Taliban’s international links with the U.S., Saudi Arabia, and other vested interests. Griffin also explores the Taliban’s connections with Osama bin Laden, drug barons, and drug dealers, and the CIA’s ambiguous relationship with what is often viewed as an international Islamist conspiracy. Available through The Ohio State University Libraries or through any book seller. Reviewed by the Publisher.

Citation: Griffin, Michael.

Recommended because of its focus on the Taliban and Afghans. Expelled from Afghanistan by the Taliban for her reporting, award-winning British journalist Lamb returned after the September 11 attacks to observe the land and its people firsthand. Through interviews with locals, Lamb paints a vivid picture of Taliban rule and offers a broader sense of life devastated by two decades of war. Her well-written and moving account also reveals the heroism of the Afghans, who not only survived but also resisted their Soviet occupiers; clandestine literary circles and art preservation techniques, for example, helped Afghans salvage their education and history from total destruction. Yet this is more than a chronicle of everyday Afghan life. Lamb’s probing interviews with Afghan warlords, former members of the Taliban and other influential personalities ignored by the Western media fill a gaping hole in research on the ideologies and perspectives of these actors. Her encounters with Pakistani Taliban patrons Sami-ul-Haq and Hamid Gul shed light on Pakistan’s support for the Taliban. Lamb could have strengthened her account by utilizing her impressive research to further explain Afghanistan’s poorly understood local rulers. Moreover, her occasional use of sensationalist language to describe Afghan suffering belittles the gravity of the situation, and her attempts to intersperse the country’s complicated history with the present situation may also confuse unfamiliar readers. Nevertheless, her work leaves one with a powerful sense of what the Afghan people have endured and sheds light on the local leaders who have shaped Afghanistan’s recent history. Illus. . Reviewed by Publisher’s Weekly.

Citation: Lamb, Christina.

Recommended because in this book, Oliver Roy convincingly argues that the forces opposing Marxist rule of the country, though advocating a return to the basic tenets of Islam, are not all reactionary or backward looking. Indeed, he contends that an Islamic revolution, advocating a modernization of Afghan society, took place under the eyes of the Russian occupation forces, whose efforts to contain it served mainly to consolidate it. In the most recent edition, the author expands his study of the history, ideology and structures of the Afghan resistance movement to mid-1989. He examines the evolution of the military and political situation inside Afghanistan during the last years of the Soviet presence and discusses relations between the afghan resistance and the Islamic fundamentalist movements. The situation created by the Soviet withdrawal from the country is also explored and in a new conclusion Professor Roy assesses to what extent the war has altered the traditional fabric of Afghan society. Available through The Ohio State University Libraries or through any book seller. Reviewed by the Publisher.

Citation: Roy, Oliver.

Recommended because of it treats Korean history from pre-history into the 1990s. Treats all aspects of culture, including philosophy, religion, art, language, and literature.
Reviewed in the EAP Resouce Lending Library Catalog at Cornell University. http://www.einaudi.cornell.edu/
Available on loan throughout the U.S.

Citation: Wright, Chris. Seoul: Korean Overseas Information Service.

Recommended because it provides a brief history and political analysis of Afghanistan. It is not written in academic language and can be used in the upper-level high school classroom as a text book. Photo section is descriptive and has explanations of dress and cultural ties. Available through The Ohio State University Libraries or any book seller. Reviewed by Jennifer Nichols, 07/2003.

<Citation: Ewans, Martin.

Recommended because it tells the tale of a Persian Cinderella. Appropriate for K-4 students. A luminescent interpretation of an ancient Persian tale is Climo’s latest entry to her multicultural collection of Cinderella tales. Motherless Settareh, whose name means star (a reference to the shape of the birthmark on her cheek), has a typically Cinderella-esque existence with her stepmother and stepsisters. That the ignored and often neglected young woman blossoms into a beauty is a foregone conclusion, but here her aid manifests itself as a parifairyin a mysterious blue jar, and Settareh captures the interest of the young prince at the New Year celebration. Be aware of the fact that this is not an authentic traditional Persian folktale but can be used to form a link with cultures that might be foreign to American students.

Citation: Climo, Shirley and Florczak, Robert HarperCollins Publishers, 2001

Recommended because of its overview of Iran. A well written book describing the people, land, culture, society, politics and history of Iran. There is a slight bias in portions of the text in favor of the Shah, however his fall is evenly described. Latter portions of the book are somewhat harsh (review ends). Recommended for all ages. Available for loan through the University of Texas. (See Overview-Centers for more information.) Be aware of the fact that you will need to follow the Outreach link to the Print Materials link to access information. Reviewed by the Center for Middle Eastern Studies at the University of Texas, 4/29/02.

Citation: Mary Virginia Fox. 128 pages.

Recommended because Tarnowska provides the first English children’s translation of Haft Paykar, or “Seven Beauties.” Appropriate for grades 4-7. This collection recounts the story of Shah Bahram, who is taught and inspired by seven princesses from faraway lands. Bahram constructs a pavilion for each of the princesses, in their colors and inspired by their planets. He visits each on the appropriate auspicious day of the week, and listens to each tell a story. On Saturday, Bahram dresses in black and visits the Indian Princess Furaq in the pavilion of Saturn, where she tells the tale of one who loses paradise for a moment of impatience. On Sunday, he dresses in yellow for the Greek Princess Humay, surrounded by daffodils and sunflowers, and learns from the tale of an emir who fears marriagewith good reason. Bahram continues through the days of the week and the tales, each one ripe with symbolism and rich in color, aroma, and vision. The illustrations, inspired by Persian miniature painting, are sumptuous and exquisitely detailed. The stories themselves each have a hero who needs to learn a particular virtue, and usually end in kisses and marriage. Exotic in tone and a pleasure to look upon. Reviewed by Kirkus Reviews.

Citation: Tarnowska, Wafa and Mistry, Nilesh (Illustrator) Barefoot Books, 2000

Recommended because it tells the story of an Iraqi Cinderella. Appropriate for ages Slavic and Eastern Europe-8. In this gentle Cinderella variant from Iraq, young Maha begs her widowed father to marry their seemingly kind neighbor, a widow with a daughter of her own. After the marriage, however, the woman grows to loathe her stepdaughter, and she and her daughter treat Maha like a slave. One day, the poor girl rescues a talking red fish that helps her over the years. Finally, it provides her with fine clothes so that she may attend a wealthy young woman’s bridal ritual. She stays too long, and in her flight, she loses one of her golden sandals. Tariq, the bride’s brother, finds it, and his mother searches the city for the owner of the shoe. Maha’s foot is a perfect fit and she and Tariq live happily ever after. In her gracefully written narrative, Hickox effectively blends many familiar touches with elements of the story that will be new to Western audiences. An author’s note provides the sources for this well-told tale. Hillenbrand’s delicate, textured illustrations have the look of watered silk touched with glowing jewel-toned accents. The paintings integrate well with the text, and the result is a sweet, smooth book with just a hint of spice. School Library Journal. Be aware of the fact that this is not an authentic traditional Iraqi folktale but can be used as a link with cultures that might seen foreign to American children.

Citation: Hickox, Rebecca and Hillenbrand, Will (Illustrator) Holiday House, Inc., 1999

Recommended because behind every closed door in Baghdad is a scientist or an official who would like to leave,” writes Hamza, the former head of Iraqi president Saddam Hussein’s nuclear program, who defected in 1994 and was initially dismissed by the CIA as an alarmist; to this day, he remains the only member of Saddam’s inner circle to escape and survive. Early in his career, Hamza believed the bomb would serve only as “diplomatic leverage” and would never be completed, much less used. However, as Saddam gained greater control, the nuclear program became his obsession and he appointed Hamza as his right-hand man. Hamza’s keen sense of pacing (balancing personal memoir with political history) and his clear and vivid writing serve to indict Iraq under Saddam, painting a detailed and convincing portrait of what it’s like to live in a country under a violent dictator where there is no viable opposition or independent judiciary. Reviewed by 2000 Reed Business Information, Inc.

Citation: Khidr Hamza & Jeff Stein (Scribner’s 2000)

Recommended because this is a good introductory book to the modern state of Israel. It is an encyclopedic index to the religious traditions (Judaism, Christianity and Islam) which are associated with the land and the people who live there. More attention is paid to the Jewish and Christian traditions than to Islam. This book is strongly recommended for grades 5 and up for use in the classroom. Reviewed by Jennifer Nichols, 05/2002.

Citation: Smith, Debbie.

Recommended because ,feeling a desire to reconnect to the Bible, award-winning author Bruce Feiler set out on a perilous, ten-thousand-mile journey, retracing the Five Books of Moses through the desert. Traveling through three continents, five countries, and four war zones, Feiler is the first person to complete such a historic expedition. He crosses the Red Sea, climbs Mount Sinai, and interviews bedouin and pilgrims alike, as he attempts to answer the question: Is the Bible just an abstraction or is it a living, breathing entity? Along with renowned archaeologist Avner Goren, Feiler treks through Turkey, Israel, the Palestinian territories, Egypt, the Sinai, and Jordan, visiting the actual places of some of history’s most storied events, from the mountain where Noah’s ark landed to the site of the legendary burning bush. He visits the desert outpost in Turkey where Abraham first heard the words of God and faces arrest while camping on Mount Nebo in Jordan, where Moses overlooked the Promised Land. In each place, he scrupulously gathers the latest archaeological research and sits down to read the stories in their natural surroundings. With eloquence and insight, he explores how geography affects the larger narrative of the Bible and ultimately realizes how much these places — and his experience — have affected his own faith. Both a pulse-pounding adventure and an uplifting spiritual quest, Bruce Feiler’s Walking the Bible is a stunning and elevating work of courage, scholarship, and heart. It revisits the inscrutable desert landscape where the world’s great religions were born and uncovers fresh answers to the most profound questions of the human spirit. Strongly recommended for the high school classroom. Reviewed by the Publisher and Jennifer Nichols, 05/2002.

Citation: Feiler, Bruce.

Recommended because it is a social studies book in counting-book format that shows readers how to count from one to ten in Hebrew. Recommended for grades 2 to 4. Its primary purpose, however, is to teach about the land, agricultural and manufactured products, history, holidays, symbols, fauna, and peoples of Israel. Children will be more apt to remember this information because of the mnemonic device of numbers, e.g., the number three ( shah-losh ) is illustrated by Jerusalem’s importance to three religions. All are quite logical. A pronunciation guide (Hebrew letters and transliteration) for numbers one through ten appears on the last page. Hanson’s bright watercolor borders and realistic illustrations are appealing. No other book on Israel for this age level is equal to this one. It most resembles a World Book Encyclopedia article adapted for lower elementary grades. Reviewed by Marcia Posner, Federation of New York and the Jewish Book Council, New York City.

Citation: Haskins, James.

Recommended because it tells the story of Joseph, an immigrant from Iraq that came to Israel at the 50’s where he was hired to work in the water authority for the young and growing state. He has to travel in dangerous & wild places. This book is an interesting, fictional account of a day in the life of an early Israeli settler. It is recommended for middle and high school students. Reviewed by Jennifer Nichols, 05/2002.

Citation: Michael, Sami

Recommended because it is wonderful short novel from the increasingly acclaimed Israeli author. This time, Oz (Don’t Call It Night) offers the first-person narrative of an imaginative and intelligent 12-year-old boy nicknamed Proffy (short for “Professor”), living just outside Jerusalem in 1947, the final year of the British “mandate” (occupation). Determined to grow up to fight for his people’s independence, Proffy joins two comrades in forming a make-believe underground resistance movement he calls FOD (“Freedom or Death”). He imagines himself a “panther in the basement,” silently crouching and biding his time awaiting an opportunity to “pounce on” the hated British. But while out one night beyond curfew, Proffy is apprehended by the unprepossessing Sergeant Dunlop, a clumsy British policeman who turns out to be sympathetic toward Jews and deeply enamored of their culture. He and Proffy meet secretly in a local cafe, exchanging Hebrew and English lessons, and bringing Proffy to a paradoxical re-evaluation of himself as “a young Hebrew Underground fighter, whose life is devoted to driving out the foreign oppressor, but whose soul is bound up with his. . . .” This amazingly compact novel features several vivid supporting characters (including Proffy’s severe scholarly father and forthright mother, his judgmental friends Ben Hur and Chita, and Ben Hur’s grownup sister Yardena, a woman wise beyond her years) and such marvelous set-pieces as Proffy’s long rhapsodic description of the books in his father’s study, and a moving climactic moment of understanding between father and son on the eve of the formation of the state of Israel. Oz expertly blends together an ingenious allegory of the Israeli resistancemovement, a shimmering portrait of life in postwar Jerusalem and environs, and an unforgettable characterization of its sentient young hero ? who’s thoroughly believable both as a confused preadolescent and as the mature writer looking backward on his, and his country’s, youth from the vantage point of middle age. Another triumph, and further evidence of Oz’s increasing claim to serious Nobel Prize consideration. Reviewed by Kirkus Reviews.

Citation: Oz, Amos.

Recommended because this is a detailed account of the history of Israel since the British mandate of 1948. Sachar is detailed without making the topics and issues complicated. One of the most useful and informative chapters is the first, entitled ‘The Rise of Jewish Nationalism.’ Recommended for use in grades 9-12 in the classroom as a history textbook. It is also strongly recommended as summer reading for middle and high school social studies teachers. Reviewed by Jennifer Nichols, 06/2002.

Citation: Sachar, Howard.

Recommended because Sichrovsky’s timely book reveals through interviews a cross-section of the lives, thoughts, and opinions of 25 of Israel’s younger generation. Some of these Israelis are immigrants, others are sabras (native born); many are children of Holocaust survivors. Some come from Arab countries. One interviewee is a Christian convert to Judaism. Not all are religious, but most feel that Israel is their country, bought and fought for by them, and that no part of it should ever be given away. Some would come to a compromise with the Palestinians. A young Israeli Arab doctor would not exchange his life in Israel for one in an Arab country. It is regrettable that no interviews of representatives of the well-known urban religious communities such as Bayit Vegan or B’nai Brak or settlements such as Ariel and Kiryat Arba were included in this book. Recommended for public libraries. Elaine R. Sherer, formerly with Massachusetts Bay Community College Library, Wellesley; reviewed for the School Library Journal.

Citation: Sichrovsky, Peter.

Recommended because a compelling collection of intimate conversations with 14 remarkable women, each with a spiritual life that nourishes them and serves as a dependable compass for their decision-making. Each chapter tells the story of one woman’s inner development in her own words, and the social, emotional and professional fulfillment her spiritual commitment provides her. The 14 women in this book work in various fields such as childrens writer, actress, or peace activist. There is also a list of biographies of the 14 women. Reviewed by In Sweet Company.

Citation: Wolff, Margaret. (2002). Margaret Wolff Unlimited. $15.00.

Recommended because Presents information about the harvest festival, Sukkot, with prayers, readings, and songs. Excellent resource for classroom use or kindergarten and elementary school teachers developing a teaching unit on Judaism. Beautifully illustrated. Recommended for ages 4 to 9. Reviewed by Jennifer Nichols, 05/2002.

Citation: Abrams, Judith.

Recommended because of its extensive resources and information on Muslims and the Arab World. Topics and materials include Introduction, Islam, Q’uran, Ramadan, Hajj, Muslims World wide, Jerusalem, Arab Christians, Women, Education, Family, Food, Language, Literature, Folktales, Music, Art & Architecture, Archaeology, Contributions, Al-Andalus, Colonial Legacy, The U.S. and Arab World, Oil, Gulf War, Question of Palestine, Arabs in America, and Country Profiles. Available for purchase through AWAIR at http://www.telegraphave.com/gui/awairproductinfo.html. Also available for loan to central Ohio teachers at OSU Middle Eastern Studies Center. The University of Texas also loans out the Notebook. (See Overview-Centers for more information.) Be aware of the outdated material and references in the book.

Citation: Audrey Shabbas. AWAIR: Arab World and Islamic Resources and School Services and Middle East Policy Council. 513 pages. $49.95.

Recommended because it features traditional stories and folktales of ancient Iran. The traditional tales and stories of ancient Iran describe confrontations between good and evil, the victories of the gods, and the exploits of heroes and fabulous supernatural creatures such as the magical bird Simurgh and the div or demons. Recommended for middle and high school students. Reviewed by Publisher and Jennifer Nichols, 05/2002.

Citation: Curtis, Vesta.

Recommended because of the cultural resources on the Middle East. Topics and materials: Teacher’s resource guide containing proverbs, folktales, folk songs, folk dances, recipes, a glossary of key terms, alphabets, numbers and greetings divided respectively between Iran, Israel, Turkey and the rest of the Arab world. Recommended for middle school students. Available for loan through the University of Texas. (See Overview-Centers for more information.) Be aware you will need to follow the Outreach link to the Print Materials link to access information. Reviewed by the Center for Middle Eastern Studies at the University of Texas, 4/29/02.

Citation: Ellen Fairbanks-Bodman, Annette W.Pomeroy. Middle East Outreach Council. (Texas)

Recommended because this is a study of the prose literature written in Persia since the end of the nineteenth century. It is a comprehensive book that can be used as a primary source for teachers and educators developing a teaching unit for High School level students on World Literature. It begins with a historical survey of the whole range of Persian prose writing and includes a general account of the social and political background of the works. The writers themselves are classified by period, subject-matter and Kamshad?s assessment of their importance. There is a critical analysis of the more important works. Reviewed by Jennifer Nichols, 05/2002.

Citation: Kamshad, Hassan.

Recommended because of the fascinating autobiography of Hassan Al-Wazzan, a fifteenth century geographer who came to be known in the west as Leo Africanus or Leo the African. Al-Wazzan was born in Granada before 1492 where, with other Muslim and Jewish families, he flees the ensuing Inquisition. The story of his life is thus told against the backdrop of the 16th century Mediterranean world — the fall of Granada in 1492 — the Ottoman conquest of Egypt – Rome under the Medicis. He is eventually enslaved by pirates and offered as a gift to Pope Leo X who baptizes him as a member of his family, offering him his own name “Johannes Leo Medici.” This work was long on the best seller list in Paris before this wonderful English translation of this fictionalized journal was written for his son. Recommended for 7th-12th grades. Reviewed byAWAIR.

Citation: Maaloof, Amin.

Recommended because this volume is a collection of autobiographical and biographical writings by and about Middle Eastern women. Many of the selections have been translated by the editors from Arabic, Persian, or French; they not only represent real women from a wide range of occupations, points of view, and socioeconomic status, but also touch on major themes in the cotemporary Muslim world. Recommended for K-12 teachers and K-12 classrooms. Available from the Middle East Studies Center Resource Library, contact Mary Beth Benecke for ordering information. Reviewed by the Publisher.

Citation: Fernea, Elizabeth.

Recommended because this is an excellent children’s book incorporating the art, culture, childhood and beauty of the Arab world into one story. It describes a day in the life of a young boy named Ahmed during his daily routine and with a few surprises. This book is recommended for ages ranging from 3 to 11, K-6th grades. Available through AWAIR or available from the Middle East Studies Center Resource Library, contact Mary Beth Benecke for ordering information. Reviewed by Jennifer Nichols, 05/2002.

Citation: Heide, Florence Parry.

Recommended because it is a fascinating autobiography of Hassan Al-Wazzan, a fifteenth century geographer who came to be known in the west as Leo Africanus or Leo the African. Al-Wazzan was born in Granada before 1492 where, with other Muslim and Jewish families, he flees the ensuing Inquisition. The story of his life is thus told against the backdrop of the 16th century Mediterranean world – the fall of Granada in 1492 – the Ottoman conquest of Egypt — Rome under the Medicis. He is eventually enslaved by pirates and offered as a gift to Pope Leo X who baptizes him as a member of his family, offering him his own name “Johannes Leo Medici.” This work was long on the best seller list in Paris before this wonderful English translation of this fictionalized journal was written for his son. Recommended for 7th-12th grades. Available through AWAIR or available from the Middle East Studies Center Resource Library, contact Mary Beth Benecke for ordering information. Reviewed byAWAIR.

Citation: Maaloof, Amin.

Recommended because this novel won Naguib Mahfouz the Nobel Prize of Literature in 1988. It is an thriller set in mid-revolutionary Cairo. It is an excellent portrayal of the cultural and social strata in Egypt during the first part of the 20th century. This book is recommended for upper level high school students. It is also recommended for teachers as an introductory novel to modern Arabic fiction. Available from the Middle East Studies Center Resource Library, contact Mary Beth Benecke for ordering information. Reviewed by Jennifer Nichols, 05/2002.

Citation: Mahfouz, Naguib.

Recommended because this is a collection of Nawwal El Saadawi’s non-fiction writing since the publication of her seminal book on Arab women, The Hidden Face of Eve. Here is full range of her extraordinary work. Available from the Middle East Studies Center Resource Library, contact Mary Beth Benecke for ordering information. Reviewed by AWAIR.

Citation: Saadawi, Nawwal.

Recommended because it is a story about fear, tolerance, and love between a Palestinian boy and Jewish children at a hospital. Samir, a Palestinian boy from the West Bank, needs an operation on a shattered knee and must spend time in a Jewish hospital in a room with four Jewish children ? Tsazi , Ludmilla, Razia, and Yonatan. Samir loves Ludmilla and privately says the three English sentences he knows as magic to break the spell he believes she is under, so she will awake and be well again. He is also drawn to Yonatan, who includes Samir in his quest for knowledge of the stars and planets and his computer-adventure game to Mars. He is afraid of Tsazi, however, and his soldier brother, but is later accepted in Tsazi’s escapades. Students unfamiliar with the conflict in Palestine will still understand the feelings of Samir, terrified and alone in a room with four strangers. But the background information will help them understand Samir’s life outside the hospital?the curfew, the constant fear of being shot, his barber father no longer having customers, and his younger brother dead from a Jewish soldier’s bullet. It is a story first of fear of the unknown, and then of tolerance and acceptance, as Samir learns to love these Jewish children as if they were his own siblings. 2000 (original 1994), Arthur A. Levine Books/Scholastic, $15.95. Ages 12 to 15. Reviewed by Janet L. Rose.

Citation: Carmi, Daniella.

Recommended because it is a delightful and informative account of a two-year stay in the Shiite village of El Nahra in southern Iraq. To be accepted as a respectable woman of the village and to assist her anthropologist husband, Fernea dressed in the all-enveloping abayah of the women of the village and adopted the sheltered life they lead. Hardships were many but the rewards greater. Devotees of Fernea’s writing think this among the best! Available through AWAIR or available from the Middle East Studies Center Resource Library, contact Mary Beth Benecke for ordering information. Reviewed by AWAIR.

Citation: Fernea, Elizabeth.

Recommended because it explores United States-Israeli relations since the founding of Israel in 1948 within the context of ongoing strife and attempts at peace in the Middle East, the political climate in the U.S., and the opinions of the Jewish community. (Publisher) For Grades 8 and Up. The history of these nations has been intertwined since Israel became a state in May 1948. As in many political friendships between powerful countries, the relationship has not always been a smooth one. Finkelstein succeeds in chronicling the drama and emotional upheaval in Israel’s short history and its unique ties to the U.S. In a clear, articulate style, the author holds readers’ attention from Israel’s conception to Benjamin Netanyahu’s election as prime minister. An introductory chapter provides background on the origins of the state while others are devoted to significant dates in Israel’s history. Incorporated throughout are fascinating anecdotes, including an incident involving Frank Sinatra. A sprinkling of black-and-white photographs enhances the narrative. There is an excellent time line and a complete index. Most collections will benefit from this readable account. Reviewed by Malka Keck, The Temple Tifereth Israel, Beachwood, OH, for the School Library Journal.

Citation: Finkelstein, Norman.

Recommended because for Students, teachers, scholars, and general readers, this wide-ranging resource provides over 1000 reproducible maps, charts, timelines, and drawings. Asian History and culture from ancient times to the present are covered in five main sections: Prehistoric South Asia (the subcontinent); China; Japan and Korea; and Southeast Asia. A comprehensive matrix table of contents offers multiple entry points for fast and independent chronological, topical, or geographical searches. Printed on durable card stock, pages feature fine details and easy-to-read lettering for making clearly visible photocopies. Recommended for grades 7 and up. Reviewed in UCLA Center for East Asian Studies Curriculum Resources http://www.isop.ucla.edu/eas/web/curric-web.htm Available from Social Studies School Services ($165): http://socialstudies.com

Citation: The Diagram Group. New York: Facts on File ($185.00)

Recommended because it allows the reader to view a different perspective. Even as the latest unrest in the Middle East passes its one-year anniversary, the war of words continues as well. As the South African comparison in the subtitle makes clear, the essays in this book (edited by the Nation’s copy chief Carey), written mainly by journalists and activists, mostly but not all Palestinian, take an unabashedly pro-Palestinian (and largely anti-Israeli and anti-U.S.) perspective. Articles address the outbreak of the violence last fall, the history of the now-moribund Oslo peace accords and the “U.S. media bias” against the Palestinians, among other topics. Palestinian terrorism is explained as the only resort of a powerless population, while in one instance former U.S. officials are referred to as “Israel lobbyists.” While the articles are expressly written to increase sympathy for the Palestinians, the careful reader can discover some nuances: in some essays, the Palestinian Authority and its leader, Yassir Arafat, are defended as having done all they could for peace; while in other pieces, the P.A. is charged with corruption and authoritarianism. Taken together, the essays boil down to one argument: the U.S. and Israel have been the main obstacles to a solution to the Israeli-Palestinian problem. As well-known intellectual and activist Chomsky writes in his introduction: “the United States and Israel have labored for thirty years to construct a system of permanent neo-colonial dependency.” If this one-sided collection is any indication, there appears to be little hope of jump-starting the Middle East peace process any time soon. Photos and maps. (Oct.) Forecast: The tragedy at the World Trade Center will make most readers shudder at any attempt to justifyterrorism which may cut into the book’s already limited audience of confirmed leftists and perhaps the curious looking for an alternative view of the Middle East. First Review by Cahners Business Information. Frustrated by the failure of the peace process to end the occupation, and outraged by Ariel Sharon’s invasion of the Haram Al-Sharif in East Jerusalem, the Palestinian population of Israel and the Occupied Territories rose up in September 2000. The second Intifada has raged ever since. Here, a group of experts, many of them directly involved in the conflict, trace the course of the uprising, its consequences for the Palestinian people and the Israeli state, and its likely impact on the future of peace in the Middle East. The scholar Edward Said picks apart the fraudulence of the vaunted peace process; Noam Chomsky reveals how the US government has helped prevent a just resolution of the conflict; Amira Hass, Palestinian affairs correspondent for Ha’aretz, discusses the duplicitous methods of the Israeli media and government; Robert Fisk describes the genocidal legacy of Ariel Sharon and the Israeli occupation of Lebanon; and prizewinning novelist Ahdaf Soueif reports on her visit to Jerusalem at the height of the Intifada. Other contributors provide first-hand reports from the refugee camps and Palestinian schools, and from the front line of the Intifada. Photographs provide searing testimony to the costs and the indefatigability of the resistance. Maps illustrate the stranglehold Israel exerts over the Palestinian territories. The case for an international grassroots movement for Palestinian rights is made with persuasive clarity. The resonance of The New Intifada will help to build a platform for such a campaign and educate those who can be won to it. Second Review by the Publisher.

Citation: Chomsky, Noam.

Recommended because it is the memoir of an American journalist’s year in the occupied West Bank and Gaza and her encounters with people as diverse as Mayor Bassam Shaka of Nablus and American-born Gush Enumin settlers near Bethlehem. Easily readible. Reviewed by AWAIR.

Citation: Halsell, Grace.

Recommended because it is a well-done book suitable for elementary students. This wonderful multi-cultural title tells the story of Alex and his Geddoh. That means grandfather in Arabic. His Geddoh, who lives in Palestine on the Mediterranean Sea, flies to the United States to visit his grandson. Noteworthy for concentrating on Arabs and Arab-Americans, their customs and culture, this well-done book is an important addition to multi-cultural fiction by focusing positively on a group of people who remain largely unknown to many Americans. The story details the time the two characters spend together and most importantly, includes descriptions of Geddoh’s life at home. He discusses the foods he eats there and his everyday life, including the five times he prays daily to Allah. Schools and libraries should definitely consider adding this title to their collections. Recommended for grades 2 to 4. Reviewed by Bruce Adelson for Children’s Literature.

Citation: Matze, Clair.

Recommended because it is appropriate for elementary students. When Mona travels from her home in the U.S. to visit her grandmother’s small Palestinian village on the West Bank, she must rely on her father to translate at first, but soon she and Sitti are communicating perfectly. With verve and a childlike sense of wonder, Mona relates some of the sights, sounds, and tastes she is introduced to as well as “the secrets” she learns from spending time in the wise, elderly woman’s company. Upon her return home, Mona writes to the president describing the woman and expressing her concerns about the situation in her homeland. “I vote for peace. My grandmother votes with me.” says Mona. The simple, poetic text is accompanied by exquisitely rendered mixed-medium paintings. They are suffused with the light and colors of the desert, and incorporate subtle and evocative collage touches. A story about connections that serves as a thoughtful, loving affirmation of the bonds that transcend language barriers, time zones, and national borders. For grades 3 to 5.

Citation: Nye, Naomi Shihab.

Recommended because ,while not strictly speaking anthropology, Said’s discussion of how “the Orient” was constructed by Westerners as an explanation of the nature of the West has had enormous influence on how people write about non-Western cultures. His book details the history of the academic discourse on the East and how its biased wording fed the roots of anti-Semitism and racism and European culture. He also concludes that it was this type of academic discourse that led to the expulsion of Jews from Western and Eastern Europe. Additionally, he concludes that this discourse continues contributes to the conflict in the Middle East. Reviewed by Jennifer Nichols, 05/2002.

Citation: Said, Edward.

Recommended because it provides basic information for teachers in primary and secondary schools who want to foster awareness and knowledge of human rights and the sense of reciprocity and universality upon which it is based and some practical activities. Please be aware that the entire book can be read online at http://www.unhchr.ch/html/menu6/2/abc.htm#II. Be aware of the fact that his work is available in English, Spanish, and French. Its purpose is to provide methodology which models inclusiveness, equity, and tolerance of differences.

Citation: UN Center for Human Rights. United Nation Publications. $5.00.

Recommended because Recommended as a very well-written account of Russia in the First World War by a professional Russian historian whose books have achieved popularity general audiences. Availability: out of print, but used copies may be obtained from Amazon.com.Reviewed by Bill Wolf, August 2003.

Citation: W. Bruce Lincoln (1986)

Recommended because it contains teacher-developed materials on teaching about managing international conflict. The resources and materials, presented as teaching units, were created by middle/high school teachers and college/university professors and are recommended for middle, high, and college/university-level students. Included in the book are simulation units on the Vietnam Conflict, the Crimean War, Zimbabwean Independence, and Conflict/Classroom Management.

Citation: Wilson, Angene, & Mingst, Karen. Washington, DC: U.S. Institute of Peace.

Recommended because this book is divided equally between prose and poetry selections. The introduction gives good background and context to modern Turkish literature from the Ottoman period to today. Recommended for teachers and educators as background to developing a teaching unit on Turkish literature or world cultures. Reviewed by Jennifer Nichols, 05/2002.

Citation: Halman, Talaat.

Recommended because well-known Middle East scholar and author, Bernard Lewis summarizes the modern legacy of Kemal Attaturk and explains the secular society under which modern Turkey operates. Recommended for grades 11 and 12. Reviewed by Jennifer Nichols, 06/2002.

Citation: Lewis, Bernard.