Adventurous Women: Eight True Stories About Women Who Made a Difference
Where the Action Was: Women War Correspondents in World War II
Girls: A History of Growing Up Female in America
Rosie the Riveter: Women Working on the Home Front in World War II
Corpses, Coffins, and Crypts: A History of Burial
How a Teacher Used Rosie the Riveter to Teach Poetry and Women's History
Adventurous Women: Eight True Stories About Women Who Made a Difference
About the Book:
A collection of true stories about eight inspiring women from diverse racial and ethnic backgrounds who were bold enough to confront obstacles and take risks in the pursuit of their goals. Adventurous Women is a book that celebrates the intelligence, fortitude, courage, and contributions of women.
224 pages, 27 photographs, map, author’s note, extensive end matter
Table of Contents: Louise Boyd: Arctic Explorer; Mary Gibson Henry: Plant Hunter; Juana Briones: Enterprising Family Head; Alice Hamilton: Supersleuth; Mary McLeod Bethune: Passionate Educator; Katharine Wormeley: Daring “Superintendent; Biddy Mason: Fierce Fighter; Peggy Hull: Intrepid Reporter
Classroom Connections
Literature
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Read the letters Katharine Wormeley wrote, pages 116-130. Select a letter and write a return letter to Wormeley.
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Mary Gibson Henry wrote vivid descriptions of flowers, e.g. page 39. Pick a flower, study it, and write a description.
Art
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Study the marker to Juana Briones, p. 62, the statue of Mary McLeod Bethune, p. 103, and the memorial to Biddy Mason, p. 132. Create a piece of art that commemorates one of the women who doesn’t have a marker, statue or memorial: Louise Boyd, Mary Gibson Henry, Alice Hamilton, Katharine Wormeley, Peggy Hull.
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Create a mural with images of all eight women and scenes from their adventures.
Drama Movement
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Select and dramatize a scene from the book, e.g. Juana Briones milking the cow, pages 54-56; Peggy Hull’s hike, page 146-147, or her encounter with the soldiers, pages 157-159; Mary McLeod Bethune and her students standing up to the Ku Klux Klan, page 99.
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Create a dance that represents the words of one of Biddy Mason’s relatives at the dedication of the memorial to Mason: “It took 100 years for Biddy Mason to be recognized but we walk a lot taller knowing this history.” Page 143
Music
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Mary Gibson Henry took a hand-cranked Victrola, or record player, on her first adventure and listened to music, p. 36. Get a picture of a Victrola and compare it to pictures of the modern things people use to listen to music. List the music you would take with you on an adventure trip.
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Select three scenes from the book and set them to music, e.g. Biddy Mason’s trek with the wagon train, pages 136-137; Katharine Wormeley’s description of the storm, page 121, letter dated May 31; Louise Boyd becoming the first woman to fly over and around the North Pole, page 25.
Social Studies
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Select three photographs and describe exactly what you see in the photograph. What can you conclude from what you see? What questions does each photograph raise? What can you imagine you would hear or smell or feel?
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There is a brief chronology for each woman on pp. 163-166. Make one timeline with all the dates for each woman arranged in chronological order. Note instances when their lives overlapped. Add historic and cultural events to the timeline.
Geography
Mathematics
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Select two sites from the “Places to Visit”, pages 167-169, and figure the distance from your school to each site. Calculate how long it would take you to drive there going 55 MPH.
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Calculate the age of each woman when she died. See their birth and death dates on pages 163-166
Science
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Alice Hamilton investigated many chemicals. Select two and learn about them.
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Louise Boyd loved Arctic ice. Research the status of the ice in the Arctic Region today. Discuss what Louise Boyd might say about what is happening.
Health
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Juana Briones was known as a cuandera, or traditional healer, page 52. Research kinds of treatments that were used in the 18th century.
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What kinds of disabilities are caused by the chemicals that Alice Hamilton investigated, e.g. lead? What types of industrial/environmental toxins are a problem today? Are they the same or different from what Alice Hamilton investigated?
Thematic Units
Nonfiction Writing (see the Author’s note)
Essays
Letters
Adventures
Travel
Explorers
Scientists
Plant Hunters
Midwives
Journalists
Botany
Entrepreneurs
Slavery
Careers
Global Warming
Environment
War
Medicine
Botany
Chemistry
Where the Action Was: Women War Correspondents in World War II
About the Book:
Chronicles the lives of women war correspondents who found ways around the restrictions against women and risked their lives to bring Americans some of the biggest stories of World War II. Features Martha Gellhorn, Margaret Bourke White, Lee Miller, Dickey Chapelle, Sonia Tomara, Iris Carpenter, Lee Carson, Virginia Cowles, Ruth Cowan, Helen Kirkpatrick, Ann Stringer, Toni Frissel, Marguerite Higgins, Lyn Crost, Virginia Irwin, Patricia Lochridge, Tania Long, Eleanor Packard, Inez Robb, Sigrid Schultz.
128 pages, 83 photographs by and of women war correspondents, actual newspaper dispatches and headlines, maps, bibliography, author's note, and index.
Table of Contents: Setting the Stage, Prelude to World War II in Europe, Sounding the Alarm in Europe, Europe Goes to War, The United States Goes to War, Action in North Africa and China, Getting to Italy, D-Day, Action in Europe, Advancing Toward Germany, Action in the Pacific, Crossing the Rhine, Winning the War, After the War.
Where the Action Was can be used across the curriculum to teach: current events (e.g. current conflicts and news coverage, issues of international conflicts and how they are handled and reported, and issues facing women journalists today); nonfiction writing (e.g. reportage); and photography(e.g. visual texts) and photojournalism; various aspects of World War II, including the events leading up to World War II, key events in World War II; history of women in journalism; biographies of selected women journalists; oral history and autobiographies (see the bibliography). For a radio interview with Penny Colman Click Here
Classroom Connections
Literature
* Read the "word picture of sights, sounds, and feelings" that Martha Gellhorn wrote ( p. 3, first paragraph). What does she do with her writing to help the reader experience the scene that she saw? Is her writing effective?
* Write your own "word picture of sights, sounds, and feelings.”
* Select one of the women correspondents, do additional research (see
selected bibliography), and write a 3-4 page paper about her, including
why you selected her.
Art
* Illustrate the timeline (see activity under social studies)
* Select a photograph or a scene in the text and recreate it in a painting,
drawing, or collage
Drama and Movement
* Create a dramatic presentation based on one of the chapters in Where the Action Was. (After World War II, two women war correspondents-Martha Gellhorn and Virginia Cowles-teamed up to write a play, “Love Goes to Europe.” It was set on the Italian front and presented a humorous and lively look at the experiences of two female correspondents.)
Music
* Go to: http://www.nancigriffith.com/lyrics.php?track=46 and read the lyrics for the song Nancy Griffith wrote about Dickey Chapelle: "Pearl's Eye View: (the Life of Dickey Chapelle" on Griffith's album “Clock without Hands.” If possible, listen to the song, too. Discuss your reaction to Griffith’s lyrics and music.
* Write your own song about a woman war correspondent.
Social Studies
* Select three photographs and describe exactly what you see in the photograph. What can you conclude from what you see? What questions has the photograph raised? What can you imagine you would hear or smell or feel?
* Print a hard copy of the following timeline based on Where the Action Was. Expand it with additional information from Where the Action Was and other sources, including those listed in the bibliography.
Selected Timeline
1848
Margaret Fuller covers the Italian revolution (p. vii).
1914
Mary Roberts Rinehart, Peggy Hull, and Nellie Bly cover World War II (pp. vii-x).
1918
Peggy Hull becomes the first woman to be officially accredited as a war correspondent by the United States War Department (p. ix).
1936
Martha Gellhorn travels to Spain to cover her first war, the Spanish Civil War (p. 1).
Eleanor Packard covers Italy's invasion of Ethiopia (p. 4).
1938
Martha Gellhorn and Virginia Cowles cover Germany's invasion of Czechoslovakia (pp. 6-8).
1939
Sigrid Schultz reports the news that Germany and the Soviet Union have signed a mutual nonaggression pact (pp. 10-11).
Sonia Tomara covers Germany's invasion of Poland (p. 11).
Britain and France declare war on Germany, officially starting World War II (p. 11).
Therese Bonney covers the Soviet Union's invasion of Finland (pp. 13-14).
1940
Virginia Cowles and Sonia Tomara cover the fall of Paris (pp. 14-17).
Helen Kirkpatrick covers the Battle of Britain and the Blitz (pp. 17-20).
Mary Marvin Breckinridge becomes the first woman radio broadcaster to cover war (pp. 20-21).
Betty Wason covers Germany's invasion of Greece (p. 22).
1941
Margaret Bourke-White covers Germany's invasion of the Soviet Union (pp. 23-25).
United States enters World War II. Now U.S. correspondents who want to cover a war zone have to be accredited by the U.S. War Department. (pp. 26-28).
1942
Margaret Bourke-White and Sonia Tomara are among the first woman to become officially accredited war correspondents in World War II (p. 29).
Bourke-White is the first woman to go on a bombing mission (pp. 33-35).
Ruth Cowan and Inez Robb cover the war in North Africa (pp. 36-39).
1943
More women obtain accreditation, including Martha Gellhorn (pp. 40-46).
1944
Even more women receive accreditation (pp. 48-50), including Iris Carpenter (pp. 47-48) and Lee Carson (pp. 49-50).
Martha Gellhorn stows aboard a hospital transport ship that went to Normandy on D-Day plus one. She is arrested for not having the proper credentials to go into a war zone (pp. 51-53).
Iris Carpenter is court-martialed for going into a war zone (pp. 53-55).
Lee Miller covers the siege of St. Malo and photographs one of the first times napalm is used in an air attack. She is arrested for not having the proper credentials to go into a war zone. (pp. 56-59).
Sonia Tomara, Lee Carson, Martha Gellhorn, and other women cover the liberation of Paris (pp. 60-61).
Lyn Crost obtains accreditation and covers the Nisei combat troops in Italy (pp. 62, 64).
Elizabeth Phillips becomes the only woman of color to become an accredited war correspondent (p. 63).
Martha Gellhorn, Iris Carpenter, and Lee Carson cover the action in northern Europe (pp. 65-70)
1945
Women continue to get accredited, including Dickey Chapelle who covers the action in the Pacific theater (pp. 71-81).
Iris Carpenter and Lee Carson cover the action when the First Army crosses the Rhine River, the last major obstacle between the Allies and the heart of Germany (pp. 83-86).
Marguerite Higgins, Margaret Bourke-White, and Lee Miller cover the liberation of Buchenwald, the first major concentration camp to be liberated. (pp. 87-90).
Ann Stringer scoops the story of the arrival of the Russians at Torgau, Germany, the official meeting place of American and Russian troops (pp. 91-94).
Marguerite Higgins scoops the story of the liberation of Dachua (pp. 94-99).
Germany and Japan surrender (p. 99).
Postwar Years
Jobs in journalism get scarce for women as men return from the military. By 1968, there would be fewer women foreign correspondents than there had been in the prewar years. (p. 102).
The women in Where the Action Was have a variety of postwar experiences (pp. 103-110).
Geography
* Locate the events in the text on the maps in the front of Where the Action Was.
* Trace the route of one of more of the women correspondents in Where the Action Was, e.g. Martha Gellhorn and Dickey Chapelle (see the index).
Mathematics
* 127 women were accredited as war correspondents. What percent of those women appear in Where the Action Was (don't to forget to include the women who only appear in the pictures)?
* As of 2006, all the women in Where the Action Was were dead. Use the Internet to locate the birth and death dates of all the women and figure out how old they were when they died.
Science
* Lee Miller photographed one of the first times napalm was used in an air attack (pp. 58-59). Write a report about napalm, include what it is, what it does, and how it has been used since World War II.
*Read p 33 and the description of how Margaret Bourke-White prepared herself to take photographs during high-altitude flying. Study the photograph on p. 34. Describe what her camera and clothing would look like in a picture taken today.
Health
* Read Lee Carson's account of what war in winter meant (p. 50) and discuss the physical and emotional effects of living such a life.
*Research the effects of high-altitudes on people.
Thematic Units
War
World War II
Journalism
Women Journalists
Nonfiction Writing
Photography
Careers
Girls: A History of Growing Up Female in America
About the Book:
The true and untold story of growing up female from pre-Colonial times to the 21st century. Drawing on diaries, letters, popular magazines, poetry, advice books, cartoons, and journal, this book highlights girls’ spirit, will, courage, and contributions. It features girls from all regions of the country, from all walks of life, of different races, ethnicities, religions and class.
192 pages, 131 black and white photographs and illustrations, some published for the first time; author's note; selected sources; index
Table of Contents: It's a Girl: Understanding Gender; By Land and Sea: How Girls Came to America; In Their Mother's Footsteps: Girls in the Early Colonial Period; New Ideas: Girls in the Late Colonial Period; Making Demands: Girls in the Early Nineteenth Century; Diverse Lives: Girls in the Mid-Nineteenth Century; New Opportunities: Girls in the Late Nineteenth Century; "Prize It!": Girls in the Early Twentieth Century; Changes and Challenges: Girls in the Mid-Twentieth Century; Unprecedented Possibilities: Girls Approaching the Millennium
Among the 130 images in Girls, you will find a picture of me as a young girl on page 159 and of my sister on page 171. This is my invitation to readers of all ages to insert their own pictures and stories into the text. Since the book is chronological, readers can easily situate themselves and their relatives and friends into this true story of growing up female in America. My image is of an accordion, as readers make Girls: A History of Growing Up Female in America get fatter and fatter. My message is: We are all history makers!
Classroom Connections
Literature
* Select a girl in Girls. Write at least six questions that you would like to ask her. Explain why you selected her and why you wrote each question.
* Read the last paragraph on p. 14. Express your opinion in an essay, article or a poem about what growing up female means today.
Art
* Carolyn Richards listed artifacts—objects—in her diary that were part of her life (pp. 97-100).
* Create a mural with scenes from Carolyn’s diary that include some of these objects.
* Make a women’s history display. See: picture on p. 170.
Drama and Movement
* Select and dramatize a scene from the book.
* Read the words to “Naranja Dulce” (p. 13) and create your own dance.
Music
* Identify contemporary songs that deal with experiences of growing up female.
* Explore the impact of these songs on people’s attitudes and behavior.
Social Studies
* Collect an oral history from a woman in your family or community.
See: www.dohistory.org
* Investigate your family tree. Ask the adult women in your life about their growing up experiences
* Compare and contrast the similarities and differences of how the girls from each time period lived.
* Identify and analyze the primary source documents.
See: http://memory.loc.gov/learn/lessons/primary.html
* Select four pictures. Write captions in which you tell why you picked each picture.
Geography
* Locate places that are mentioned in the text on a U.S. map.
* When a girl’s name is associated with the place, include her name on the map, e.g. Lucretia Mott and Nantucket Island (p. 63); Alice Sue Fun and San Francisco (p. 123); Sheyann Webb and Selma, Alabama (p. 165); etc.
Mathematics
* Review the timeline on the inside cover of Girls. Identify other events that you think should be on the timeline.
* Use the birth dates of yourself and two of your friends or family members to figure out where to put your pictures in the text.
Science
* Write a new caption for the picture on p. 179 that includes a description of the objects in the picture.
* Create a display of the careers in science.
Health
* Discuss the controversy about bicycle riding (pp. 112-113).
* Generate a list of other controversies about what females can and can’t do.
* Read Yvonne Blue’s diary excerpts (pp. 143-145). What would you say to her? Was her teacher’s lecture helpful?
Thematic Units
US History
US Women’s History www.nwhp.org
Primary Source Documents
Growing Up
Use the index to locate text and images on various themes, including: education, child labor, fashion, gender immigrants, slavery, sports, suffrage movement, war, women’s rights, and work.
Use the Author’s Note for units on research and sources.
Rosie the Riveter: Women Working on the Home Front in World War II
About the Book:
A thorough look at a time in American history when “women were told that they could do anything. And they did.” Explores the enormous changes in American society and women’s lives, the propaganda campaign to get women both in and out of the workforce, and gives voice to women workers.
120 pages, 74 archival images, posters, cartoons (including a photograph of war worker Norma Jeane Baker Dougherty, later known as Marilyn Monroe), selected list of women's wartime jobs, facts and figures, chronology, bibliography and notes, and index
Table of Contents: War!, The Home Front, Extraordinary Opportunities for Women, Getting Ready for War, The First Six Months, The War Wears On, The Final War Years, Pioneers in the American Workplace, Peace
An online unit, "World War II Remembered" is located at: http://teacher.scholastic.com/activities/wwii/ahf/reilly/intro.htm.
It has an overview by Penny Colman, an oral history by Betty Reilly about working in a plant building PT boats, and links to the song "Rosie the Riveter" and organizations like the Women's Auxiliary Ferrying Squadron (WAFS), Women Air Force Service Pilots (WASPS), Women Accepted for Volunteer Emergency Service (WAVES) and the Women's Army Corps (WAC).
Classroom Connections
Literature
* Go to www.rosietheriveter.org/memory.htm. Read “Wartime Memories” by Katie Grant. What surprised or astonished you as you read Grant’s “Wartime Memories.” Write Katie Grant a letter telling her your reaction to her memories.
*Read Dot Chastney’s memories of World War II and the home front(pp 1, 3-4, 6-7, 8, 10-14, 53-54, 63-64, 95). Identify an event that you lived through (it can be an event in your own life, or family, or a national or international event), and write your memories of what life for you as the event you selected was happening.
Art
* Study the cartoons on pages 48 and 98. What is the point of each cartoon? How effective is each cartoon? Draw two cartoons that express the same point.
* Study Norman Rockwell's painting on the cover of Rosie the Riveter that appeared on the cover of a magazine in 1943. What was Rockwell trying to communicate? What he successful? Is this image of a working woman relevant to contemporary women? List the details in the paintings, e.g. the lunch box with "Rosie". Discuss the following questions: Are all of the details accurate, e.g. Rosie is wearing both goggles and an isinglass shield? Why did Rockwell include them, e.g. the lacy handkerchief and compact in Rosie's pocket? How do you feel about Rosie's pose and expression? Would you change either one? Why? How? Apply the same questions to J. Howard Miller's poster, "We Can Do It!" (p. 69).
* Go to www.rosietheriveter.org/memdes.htm. Study the Rosie the Riveter Memorial and write your reaction to it. Design your own Rosie the Riveter Memorial.
Drama and Movement
* Create a dramatic presentation featuring women who went to work during World War II.Create a dramatic presentation about life on the home front based on Dot Chastney and her true experiences (pages 1, 3-4, 6-8, 10, 11-14, 35, 53-54, 59, 63-67, 79, 95.
* Create and perform a dance for the dedication ceremony of the Rosie the Riveter Monument.
Music
* Read the lyrics to "Rosie the Riveter" (the opening lyrics are at pp. 15-16, complete lyrics are at http://www.rosietheriveter.org/rosiemusic.htm). Write another song about women war workers.
* Listen to World War II music and compare it to contemporary music. Discuss the changes.
Social Studies
* Study the posters produced by the U.S. government during World War II on pages 51, 61, 66, 74. Who do you think is the intended audience for the posters? What does the government hope the audience will do? What purpose is served by each poster? How effective is each poster?
* integrate the chronology on pp. 108-109 into the timeline for Where the Action Was in the social studies activity.
Geography
* Make a list of the places mentioned in Rosie and locate them on a map, e.g. Hasbrouck Heights, New Jersey, p. 1 and Monroe, North Carolina, p. 12 caption.
Mathematics
* Examine the Facts & Figures on pp.106-107 and do additional calculation, e.g. express the increase in the number of employed women between 1940 to 1944 as a percentage.
*Express the increase in the population of Burbank, CA, p. 56, and Seneca Illinois, p. 57, in percentages.
Science
* Identify the "powder" that Peggy Terry's describes on p. 87 that turned her and her coworkers "orange." Do research on the types of chemicals that were typically used in factories during World War II.
*Research the history of the development of the atomic bomb.
Health
* Read Peggy Terry's description of the powder that "turned us orange" on p. 87. According to Terry "We never questioned. None of us ever asked, 'What is this? Is it harmful?' We simply didn't think about it. That was just one of the conditions of the job." Today, would workers be unquestioning? Explain your answer. Identify legislation and agency that deal with working conditions.
*Read the information about industrial accidents on p. 86-87. What types of accidents happened in school? What can be done to prevent them?
*Thematic Units
World War II
Life on the Home Front
Women and Work
Propaganda
Women’s history see: http:nwhp.org
Rosie the Riveter see: www.rosietheriveter.org
Corpses, Coffins, and Crypts: A History of Burial
About the Book:
An exploration of how diverse cultures, geographic regions and religions deal with death and honor their dead; based on extensive historical and anthropological research, intimate accounts, and interviews.
212 pages; 130 photographs, most taken by Penny Colman, including the cover image; extensive end matter, including epitaphs, common carvings on gravestones, chronology, glossary, bibliography, and index.
Contents: Dead is Dead: Defining Death; Death is Destiny: Understanding Death; What Happens to Corpses: Decomposition, Transplants, Autopsies, and Embalming; Bones and Ashes: Cremation and Other Ways to Dispose of Corpses; How to Contain the Remains: Urns, Coffins, Crypts, and Mausoleums; Where Corpses End Up: Cemeteries and Other Burial Sites; Rituals for People Who Have Died: Burial Customs, Ceremonies, and Celebrations; Death is Everywhere: Images in the Arts and Everyday Life; "When I Die…"; Where to Find the Remains and Burial Sites of Some Famous People; Epitaphs: Poignant, Pious, Patriotic, Historic, and Humorous; Common Carvings on Gravestones; Chronology; Glossary; Bibliography; Index.
Corpses, Coffins, and Crypts is rich with possibilities for use across the curriculum. It can be used as the basis for a unit or theme on death and burial or integrated into all subject areas by assigning sections that are relevant such as Chapter 8 for literature, art, and music; Chapters 1 and 3 for science; or the historical, archaeological, and anthropological information that is found throughout the book for social studies.
Reading Corpses, Coffins, and Crypts is perfect preparation for field trips to cemeteries where students can look for historical and genealogical information; analyze changes in art and architecture; study the geology of gravestones and the effects of weathering; identify literary and religious quotations used in epitaphs; discuss feelings that cemeteries evoke; and make a map that could be used for self-guided tours with notations about interesting sights, including trees, statues, mausoleums, crypts, and gravestones. There is excellent material at “Stones and Bones: Using Tombstones as Textbooks” http://www.vermontcommunityworks.org/cwresources/cwtools/communitytools/stones/index.html
For an example, of a classroom project click here.
Classroom Connections
Literature
* Read pages 172-186. Compose an epitaph of your own for each of the five categories: poignant, pious, patriotic, historic, and humorous.
* Read pages 146-148 and expand the list of texts that deal with death. Identify the texts that appeal to you and discuss why.
* Visit a cemetery and select one headstone and write a story about a person(s) based on the information on the headstone.
* Write a mystery that features a forensic entomologist (see page 49).
Art
* Study the paintings and sculpture in the text, pages 17, 24, 25, 26, 45, 50, 68, 121, 123, 137, 142, 143, 144, 145, 147, 179, and 188. Select your favorite(s) and discuss your reasons
* Select a symbol from the list on pages 187 and 189 and study the carvings on page 188. Create an image for the symbol you selected that could be carved on a headstone.
* Create a piece of art that you think should be in Corpses, Coffins, and Crypts and explain what it would contribute to the book.
Drama and Movement
* Study the picture on page 147. Create movements that express dying, death, and grief, being sensitive to the fact that there are a variety of cultural and religious attitudes about these experiences.
*Identify characteristic movements that people in different cultures use to express grief.
Music
* Read pages 148-151 and expand the list of music that deals with death. Identify the music that appeals to you and discuss why
* Compose lyrics and/or music that deals with death.
Social Studies
* Study the chronology on pages 190-192. Expand it based on additional research and new discoveries (see the bibliography and check the Internet).
* Compare and contrast the variety of attitudes, practices, and rituals presented in Corpses, Coffins, and Crypts.
* Study the list of Burial Sites of Some Famous People in the United States (pages 166-171). Add ten more people to the list. Explain why you chose them. See: www.findagrave.com
Geography
* Locate on maps all the places mentioned in the book.
* Locate on a U.S. map the U.S. cemeteries that are mentioned in the book.
Mathematics
* Do a life expectancy study based on the birth and death dates on the headstones in Corpses, Coffins, and Crypts.
* Invite a monument maker to come and demonstrate the real life use of math in making monuments, e.g. figuring weights, mass, cost, and retail prices of the monument stones.
Science
* Read pages 52-59 and study the picture on page 58. Research the types of chemicals that have been and are used in embalming and write a report.
* Read pages 43-46 and discuss the role of decomposition in the life cycle
Health
* Study the picture on page 30 and discuss the history of changes in infant/child mortality.
* Compare and contrast and explain current worldwide rates of infant/child mortality.
* Discuss factors that contribute to living a healthy life.
Thematic Units
Death
Dying
Burial Practices and Rituals
Grief
Creative Nonfiction
Diversity
Culture |
