Established in 2006 by Dr. Debbie Reese of Nambé Pueblo, American Indians in Children's Literature (AICL) provides critical analysis of Indigenous peoples in children's and young adult books. Dr. Jean Mendoza joined AICL as a co-editor in 2016.
Dear Bonnie Bader, Grosset & Dunlap, and Penguin Young Readers Group,
Your book, Who Was Christopher Columbus, published in 2013, has major errors in it (p. 4, Kindle edition):
The error is in that last line that reads "Christopher Columbus had discovered a new world." Maybe you think that the sentence before it makes it ok because it tells readers that no one in Europe knew about this land. It doesn't make it ok. Later, you tell readers he discovered an island he named Dominica. And that he also "discovered the Virgin Islands and Puerto Rico" (p. 72-73 in Kindle version). Simply put, you can't discover something that someone else already had. With this book, you're misleading children. You're mis-educating them.
Your Who Was Christopher Columbus is loaded with other problems, too. My suggestion? Withdraw it from publication.
My suggestion to all the people who already bought Bader's Who Was Christopher Columbus? Do not use it with young children. Instead, write to Penguin and ask for your money back, or, use it with older children and adults in a text analysis activity. Read what Bader wrote, and compare it to other sources. A great set of resources for this activity is at the Zinn Education Project website. Another excellent resource is Rethinking Columbus.
You, Ms. Bader, and your editors at Grosset & Dunlap (it is an imprint of Penguin), can do better. I hope you do. Recall the book. Refund the money parents, teachers, and librarians spent on it, too.
And do better.
Sincerely,
Debbie Reese
American Indians in Children's Literature
Bill Bigelow and Bob Peterson's edited volume, Rethinking Columbus, was being used in the Tucson Unified School District a year ago, but was subsequently removed from the classrooms when the district shut down its Mexican American Studies classes.
Rethinking Columbus is an outstanding book, offering readers the opportunity to develop and apply critical thinking skills to events--like Columbus Day--that carry bias in favor of one viewpoint, at the expense of the viewpoint and perspective of others.
When Rethinking Columbus was removed from the classrooms in Tucson, essays and poems by Native writers were also removed. Their essays and poems are in Rethinking Columbus. Among them are:
Suzan Shown Harjo, who wrote "We Have No Reason to Celebrate"
Buffy Sainte-Marie, who wrote "My Country, 'Tis of Thy People You're Dying"
Joseph Bruchac, who wrote "A Friend of the Indians"
Cornel Pewewardy, who wrote "A Barbie-Doll Pocahontas"
N. Scott Momaday, who wrote "The Delight Song of Tsoai-Talee"
Michael Dorris, who wrote "Why I'm Not Thankful for Thanksgiving"
Leslie Marmon, who wrote "Ceremony"
Wendy Rose, who wrote "Three Thousand Dollar Death Song"
Winona LaDuke, who wrote "To the Women of the World: Our Future, Our Responsibility"
In addition to Rethinking Columbus and the Alexie and Zepeda books, over 50 other books were removed.
As TUSD administrators moved forward in shutting down the Mexican American Studies courses, they prevented students from reading Sherman Alexie's Ten Little Indians and The Lone Ranger and Tonto Fistfight in Heaven, and Ofelia Zepeda's Ocean Power.
The teachers who taught in the program were reassigned and no longer called Mexican American Studies teachers. As they created new syllabi, they were also told they could not teach from a Mexican American Studies perspective.
But, I wonder... Are teachers who were not previously teaching in the Mexican American Studies classes teaching Rethinking Columbus this year? Or Alexie? Or Zepeda?
[Note: A chronological list of links to AICL's coverage of the shut-down of
the Mexican American Studies Department at Tucson Unified School District is here. Information about the national Mexican American Studies Teach-in is here. The best source for daily updates out of Tucson is blogger David Abie Morales at Three Sonorans.]
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Yesterday's press release from the Tucson Unified School District states that books used in the Mexican American Studies classes are still available to students through their libraries.
There are over 1,000 students in the classes. Now, I doubt that 1,000 students would head over to the library to check out Rethinking Columbus, but I wondered how many copies there are in the libraries. It was easy to find out. Their library databases are online. Here's what I found (I wasn't able to access the database at Southwest Alternative High):
Catalina High has 0 copies
Cholla High has 1 copy
Howenstine High School has 0 copies
Palo Verde has 0 copies
Project M.O.R.E. School has 1 copy
Pueblo High has 2 copies
Rincon/University High has 0 copies
Sabino High has 0 copies
Sahuaro High has 0 copies
Santa Rita High has 0 copies
Tucson High has 0 copies
Amongst the TUSD high school libraries, there are 4 copies of Rethinking Columbus.
Perhaps, as I write, the librarians are entering additional copies (the ones taken from the classrooms) into their databases... Anybody know? Are those boxed copies being put on library shelves?
[Note: For a chronological and comprehensive list of links to AICL's coverage of the shut-down of
the Mexican American Studies Department at Tucson Unified School District,
go here. To go right to information about the National Mexican American Studies Teach-in, go here.]
Cambium Learning, Inc. conducted an audit of the Mexican American Studies program in Tucson. The findings were published in May 2, 2011. The audit took place between March 7, 2011 and May 2, 2011. [Update, Jan 16, 7:35 PM: Cambium was hired by Arizona's Superintendent of Public Instruction, John Huppenthal, district to do the audit. Cambium recommended the Mexican American Studies program be continued. The superintendent disagreed with the audit findings, and shut the program down.]
The following books are listed on Appendix Item Mexican American Studies Department Reading List of the audit of the Mexican American Studies program. I am presenting the lists here, replicating the lists as shown on the audit. News stories indicate that book in the Mexican American Studies classrooms were boxed up and removed from classrooms last week. At this point is is not known if all the books listed below were boxed and removed. They were placed in storage.
High School Course Texts and Reading Lists Table 20: American Government/Social Justice Education Project 1, 2 - Texts and Reading Lists
Rethinking Columbus: The Next 500 Years (1998), by B. Bigelow and B. Peterson
The Latino Condition: A Critical Reader (1998), by R. Delgado and J. Stefancic
Critical Race Theory: An Introduction (2001), by R. Delgado and J. Stefancic
Pedagogy of the Oppressed (2000), by P. Freire
United States Government: Democracy in Action (2007), by R. C. Remy
Dictionary of Latino Civil Rights History (2006), by F. A. Rosales
Declarations of Independence: Cross-Examining American Ideology (1990), by H. Zinn
Table 21: American History/Mexican American Perspectives, 1, 2 - Texts and Reading Lists
Occupied America: A History of Chicanos (2004), by R. Acuna
The Anaya Reader (1995), by R. Anaya
The American Vision (2008), by J. Appleby et el.
Rethinking Columbus: The Next 500 Years (1998), by B. Bigelow and B. Peterson
Drink Cultura: Chicanismo (1992), by J. A. Burciaga
Message to Aztlan: Selected Writings (1997), by C. Jiminez
De Colores Means All of Us: Latina Views Multi-Colored Century (1998), by E. S. Martinez
500 Anos Del Pueblo Chicano/500 Years of Chicano History in Pictures (1990), by E. S. Martinez
Codex Tamuanchan: On Becoming Human (1998), by R. Rodriguez
The X in La Raza II (1996), by R. Rodriguez
Dictionary of Latino Civil Rights History (2006), by F. A. Rosales
A People's History of the United States: 1492 to Present (2003), by H. Zinn
Course: English/Latino Literature 7, 8
Ten Little Indians (2004), by S. Alexie
The Fire Next Time (1990), by J. Baldwin
Loverboys (2008), by A. Castillo
Women Hollering Creek (1992), by S. Cisneros
Mexican WhiteBoy (2008), by M. de la Pena
Drown (1997), by J. Diaz
Woodcuts of Women (2000), by D. Gilb
At the Afro-Asian Conference in Algeria (1965), by E. Guevara
Color Lines: "Does Anti-War Have to Be Anti-Racist Too?" (2003), by E. Martinez
Culture Clash: Life, Death and Revolutionary Comedy (1998), by R. Montoya et al.
Let Their Spirits Dance (2003) by S. Pope Duarte
Two Badges: The Lives of Mona Ruiz (1997), by M. Ruiz
The Tempest (1994), by W. Shakespeare
A Different Mirror: A History of Multicultural America (1993), by R. Takaki
The Devil's Highway (2004), by L. A. Urrea
Puro Teatro: A Latino Anthology (1999), by A. Sandoval-Sanchez & N. Saporta Sternbach
Twelve Impossible Things before Breakfast: Stories (1997), by J. Yolen
Voices of a People's History of the United States (2004), by H. Zinn
Course: English/Latino Literature 5, 6
Live from Death Row (1996), by J. Abu-Jamal
The Lone Ranger and Tonto Fist Fight in Heaven (1994), by S. Alexie
Zorro (2005), by I. Allende
Borderlands La Frontera: The New Mestiza (1999), by G. Anzaldua
A Place to Stand (2002), by J. S. Baca
C-Train and Thirteen Mexicans (2002), by J. S. Baca
Healing Earthquakes: Poems (2001), by J. S. Baca
Immigrants in Our Own Land and Selected Early Poems (1990), by J. S. Baca
Black Mesa Poems (1989), by J. S. Baca
Martin & Mediations on the South Valley (1987), by J. S. Baca
The Manufactured Crisis: Myths, Fraud, and the Attack on America's Public Schools (19950, by D. C. Berliner and B. J. Biddle
Drink Cultura: Chicanismo (1992), by J. A Burciaga
Red Hot Salsa: Bilingual Poems on Being Young and Latino in the United States (2005), by L. Carlson & O. Hijuielos
Cool Salsa: Bilingual Poems on Growing up Latino in the United States (1995), by L. Carlson & O. Hijuielos
So Far From God (1993), by A. Castillo
Address to the Commonwealth Club of California (1985), by C. E. Chavez
Women Hollering Creek (1992), by S. Cisneros
House on Mango Street (1991), by S. Cisneros
Drown (1997), by J. Diaz
Suffer Smoke (2001), by E. Diaz Bjorkquist
Zapata's Discipline: Essays (1998), by M. Espada
Like Water for Chocolate (1995), by L. Esquievel
When Living was a Labor Camp (2000), by D. Garcia
La Llorona: Our Lady of Deformities (2000), by R. Garcia
Cantos Al Sexto Sol: An Anthology of Aztlanahuac Writing (2003), by C. Garcia-Camarilo, et al.
The Magic of Blood (1994), by D. Gilb
Message to Aztlan: Selected Writings (2001), by Rudolfo "Corky" Gonzales
Saving Our Schools: The Case for Public Education, Saying No to "No Child Left Behind" (2004) by Goodman, et al.
Feminism is for Everybody (2000), by b hooks
The Circuit: Stories from the Life of a Migrant Child (1999), by F. Jimenez
Savage Inequalities: Children in America's Schools (1991), by J. Kozol
Zigzagger (2003), by M. Munoz
Infinite Divisions: An Anthology of Chicana Literature (1993), by T. D. Rebolledo & E. S. Rivero
...y no se lo trago la tierra/And the Earth Did Not Devour Him (1995), by T. Rivera
Always Running - La Vida Loca: Gang Days in L.A. (2005), by L. Rodriguez
Justice: A Question of Race (1997), by R. Rodriguez
The X in La Raza II (1996), by R. Rodriguez
Crisis in American Institutions (2006), by S. H. Skolnick & E. Currie
Los Tucsonenses: The Mexican Community in Tucson, 1854-1941 (1986), by T. Sheridan
Curandera (1993), by Carmen Tafolla
Mexican American Literature (1990), by C. M. Tatum
New Chicana/Chicano Writing (1993), by C. M. Tatum
Civil Disobedience (1993), by H. D. Thoreau
By the Lake of Sleeping Children (1996), by L. A. Urrea
Nobody's Son: Notes from an American Life (2002), by L. A. Urrea
Zoot Suit and Other Plays (1992), by L. Valdez
Ocean Power: Poems from the Desert (1995), by O. Zepeda
UPDATE, Monday, January 16, 2012
The list above is not complete. As I learn of other titles that have been boxed, I will add them to the list.
Bless Me Ultima, by Rudolfo Anaya
Yo Soy Joaquin/I Am Joaquin, by Rodolfo Gonzales
Into the Beautiful North, by Luis Alberto Urrea
The Devil's Highway, by Luis Alberto Urrea
UPDATE, Tuesday, February 21, 2012
I'm inserting a list of items taught by Curtis Acosta in his Social Justice course.
Non-Fiction - Personal Reflections
My Dungeon Shook by James Baldwin
La Conciencia de la Mestiza: Towards a New Consciousness by Gloria Anzaldua
Short Stories
Selections from Ten Little Indians by Sherman Alexie
Eleven by Sandra Cisneros
Vatolandia by Ana Castillo
Love in L.A. by Dagoberto Gilb
Lindo y Querido by Manuel Munoz
Brisa by Dagoberto Gilb
Aurora by Juno Diaz
Lost Girls by Jane Yolen
Selection from Tuff by Paul Beatty
Counter Story Telling and Cultura Through Teatro
And Where Was Pancho Villa When You Really Needed Him? by Silviana Wood
Culture Clash in America and Culture Clash: Life, Death and Revolutionary Comedy by Culture Clash
Shakespeare, Colonization, and Critical Race Theory
The Tempest by William Shakespeare
Immigration - La Lucha Sigue
The Devil's Highway by Luis Alberto Urrea
Resistance Through Rhetoric
The Puerto Rican Dummy and the Merciful Son by Martin Espada
Jesse Jackson's speech at the 1984 Democratic National Convention
Barack Obama's speech at the 2004 Democratic National Convention
Speech at the Afro-Asian Conference by Ernesto "Che" Guevara
"Women, Power, and Revolution" by Kathleen Cleaver
"Political Prisoners, Prisons, and Black Liberation" by Angela Davis
Message to Aztlan by Corky Gonzales
Message to the Grass Roots by Malcom X
"Beyond Vietnam" and Where We Go From Here by Martin Luther King Jr.
"Does 'Anti-War' Have to be 'Anti-Racist', too? by Elizabeth "Betita" Martinez
Resistance/Revolution in Spoken Word, Slam Poetry, and Hip Hop Poetry
Selections from William Carlos Williams, Amiri Baraka, Nikki Giovanni, Ana Castillo, Tracy Morris, Paul Beatty
Hip Hop
Selections from Olmeca, Sihuatl-De, Dead Prez, Common, Kanye West, KRS-1, Mos Def, Talib Kweli, Rage Against the Machine, etc.
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In the video below, teacher Yolanda Sotelo (she taught in the Mexican American Studies program that was shut down last week) discusses novels she can no longer teach. They were boxed and removed. Teachers have been told that they will be monitored to make sure they do not teach those novels. Ironically, if Sotelo was teaching at Tucson's college prep school, she'd be able to teach Rudolfo Anaya's Bless Me Ultima. [Video source: ThreeSonorans channel on YouTube]
Update: Tuesday, January 17, 2012, 7:00 AM CST
Brenda Norrell of Censored News has video interviews of three students at her site. Interviews were recorded at an MLK event yesterday.
In the first one, the student describes how shelves were cleared of books during class. In the second, the student points to a double standard. It is only the Mexican American Studies class and books in those classrooms that are being targeted. Those books include more than just ones by Latino/a authors. Amongst the curriculum are books by African American, Asian American, American Indian, feminist, and progressive writers. Other ethnic studies programs are being left alone. In the third video, the student talks about the importance for all Americans of knowing the histories of all Americans.
Update: Tuesday, January 17, 6:40 PM CST
There are conflicting reports on how many books were removed. Cara Rene, spokesperson for the Tucson Unified School District says:
"The books... have been moved to the district storage facility because
the classes have been suspended as per the ruling by Arizona
Superintendent (of) Public Instruction John Huppenthal,"
The Tempest was not removed. According to the news story at Arizona Central (Update, 1/29/2012: Listen to an audio discussion between Curtis Acosta, MAS teacher, and TUSD administrators, discussing how he can and can not teach Tempest),
Rene said the seven books removed from the classrooms were: "Critical
Race Theory" by Richard Delgado; "500 Years of Chicano History in
Pictures" edited by Elizabeth Martinez; "Message to AZTLAN" by Rodolfo
Corky Gonzales; "Chicano! The History of the Mexican Civil Rights
Movement" by Arturo Rosales; "Occupied America: A History of Chicanos"
by Rodolfo Acuña; "Pedagogy of the Oppressed" by Paulo Freire; and
"Rethinking Columbus: The Next 500 Years" by Bill Bigelow.
The Tucson Unified School District website has a statement with contradictory statements about the books they boxed up. Below, I'm reproducing the statement in its entirety, and I am placing the contradictory statements inred. You can find the statement here. The copy below is accompanied with "Last updated: 01/17/2012 14:32:39".
Reports of TUSD book ban completely false and misleading
Posted on: January 17, 2012 Contact: Cara Rene, Communication Director, (520) 225-6101, Cara.Rene@tusd1.org
Tucson Unified School District has not banned any books as has been widely and incorrectly reported.
Seven books that were used as supporting materials for
curriculum in Mexcian American Studies classes have been moved to the
district storage facility because the classes have been suspended as
per the ruling by Arizona Superintendent for Public Instruction John
Huppenthal. Superintendent Huppenthal upheld an Office of Adminstriation
Hearings’ ruling that the classes were in violation of state law ARS
15-112.
The books are:
Critical Race Theory by Richard Delgado
500 Years of Chicano History in Pictures edited by Elizabeth Martinez
Message to AZTLAN by Rodolfo Corky Gonzales
Chicano! The History of the Mexican Civil Rights Movement by Arturo Rosales
Occupied America: A History of Chicanos by Rodolfo Acuna
Pedagogy of the Oppressed by Paulo Freire
Rethinking Columbus: The Next 500 Years by Bill Bigelow
NONE of the above books have been banned by TUSD. Each book
has been boxed and stored as part of the process of suspending the
classes. The books listed above were cited in the ruling that found the
classes out of compliance with state law.
Every one of the books listed above isstill available to studentsthrough several school libraries.
Many of the schools where Mexican American Studies classes were taught
have the books available in their libraries. Also, all students
throughout the district may reserve the books through the library
system.
Other books have also been falsely reported as being banned by TUSD. It
has been incorrectly reported that William Shakespeare’s “The Tempest”
is not allowed for instruction. Teachers may continue to use materials
in their classrooms as appropriate for the course curriculum. “The
Tempest” and other books approved for curriculum are still viable
options for instructors.
The suspended Mexican American Studies classes were converted last week
to standard grade-level courses with a general curriculum featuring
multiple perspectives, as per the directive by the state
superintendent. Students remained in classes with their teachers, who
are now teaching general curriculum.
As the district has taken action to comply with the order from the
state, the goal of the district has continued to be to prevent
disruption to student learning. Books used as instructional materials
in the former Mexican American Studies classes were collected only from
classrooms in schools where the courses were taught. Again, all the
books are still available to students through the TUSD library system.
In one instance, at Tucson High Magnet School, materials were collected
from a filing cabinet while students were in class though teaching did
not stop during the process.
Tucson High Magnet School Principal Dr. Abel Morado acknowledges that
the gathering of materials could have been accomplished outside of
class time in all instances.
“We had a directive to be in compliance with the law and acted quickly
to meet that need,” says Morado. “Part of that directive is
communicating with teachers, students and parents, and collecting
materials. We regret that in one instance materials were collected
during class time.”
[Note: A chronological list of links to AICL's coverage of the shut-down of
the Mexican American Studies Department at Tucson Unified School District is here. Information about the national Mexican American Studies Teach-in is here. The best source for daily updates out of Tucson is blogger David Abie Morales at Three Sonorans.]
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Very early on Saturday, January 15, 2012, I read an article in Salon that said that Rethinking Columbus and the Tempest were being boxed up and removed from classrooms in Tucson, Arizona. They were part of the curriculum of the Mexican American Studies program in the school district. Due to the objection of some people in Arizona, that program has now been shut down.
On January 13, 2012, Bill Bigelow of Rethinking Schools wrote about Rethinking Columbus being removed. Within its pages are items by Native people, including
Suzan Shown Harjo's "We Have No Reason to Celebrate"
Buffy Sainte-Marie's "My Country, 'Tis of Thy People You're Dying"
Joseph Bruchac's "A Friend of the Indians"
Cornel Pewewardy's "A Barbie-Doll Pocahontas"
N. Scott Momaday's "The Delight Song of Tsoai-Talee"
Michael Dorris's "Why I'm Not Thankful for Thanksgiving"
Leslie Marmon's "Ceremony"
Wendy Rose's "Three Thousand Dollar Death Song"
Winona LaDuke's "To the Women of the World: Our Future, Our Responsibility"
As the day progressed, I began asking colleagues if anyone had a complete list of the books being removed. As of now (Sunday, January 15, 2012), several people are trying to find out more about the books that are being taken away.
One colleague pointed me to an audit of the program that includes a lengthy list of books that auditors saw in the classrooms. It includes Sherman Alexie's Ten Little Indians and Tonto and the Lone Ranger Fist Fight in Heaven; it also includes Ofelia Zepeda's Ocean Power: Poems from the Desert.
One thing I noted in my quick read of the audit is that the students in the program outperformed students who were not in the program. Further research led me to a broadcast on Democracy Now. On December 29, 2011, Amy Goodman quoted from the audit:
[A] Tucson Unified School District audit found its Mexican American
Studies program gives students a measurable advantage over their peers.
The audit was conducted by David Scott, the district’s director of
accountability and research. In it, he wrote, quote, "Juniors taking a
Mexican American Studies course are more likely than their peers to pass
the [state’s standardized] reading and writing ... test if they had
previously failed those tests in their sophomore year," and that
"Seniors taking a Mexican American Studies course are more likely to
persist to graduation than their peers."
The Mexican American Studies program was built on critical thinking. Students learned how to think critically, to question texts, to look at moments in history and portrayals of Latino Americans and American Indians from more than one perspective.
Some are by writers who are not Latino or American Indian. An example of that is Jane Yolen's Twelve Impossible Things Before Breakfast. I asked Jane yesterday morning if she knew whether or not her book was being boxed up. She hadn't heard anything.
The list has some nonfiction on it, too. The auditors said that some of the books are not age-appropriate. According to the auditors, they belong in college, not high school classrooms. That, in my view, is bull. It is a convenient rationale for targeting those books that allows them to hide their fear of critical thinking. Nonfiction titles on the list include:
Howard Zinn's A People's History of the United States
Jonathan Kozol's Savage Inequalities: Children in America's Schools
In their (perhaps) unspoken words, thinking critically about America is dangerous and threatening to the existing power structure.
I'm pretty sure that Laura Ingalls Wilder's Little House on the Prairie is not on the list. Towards the end of that story, Pa learns that the federal government wants squatters (he doesn't use that word) to get off of Indian land. They load the wagon and as they drive away, they look back and see that that "their little log house and the little stable sat lonely in the stillness." Pa says that it is a great country, "but there will be wild Indians and wolves here for many a long day." Books like Little House teach readers to resent a race or class of people, too, but I doubt it is being removed from classrooms in Tucson.
I'll post updates as I get them... If you're in Tucson and saw books being boxed up, please write to me and provide me with titles. You can use my email address (dreese.nambe@gmail.com) or the Contact option in the menu bar above, or, if you prefer anonymity, use the comment box below.
UPDATE, JAN 15, 2012, 1:10 PM, CST:
Brenda Norrell of Censored News is covering the story and includes a response from Roberto Rodriguez.
UPDATE, JAN 15, 2012, 4:20 PM, CST:
For further reading:
House Bill 2281 - "public school pupils should be taught to treat and value each other as individuals and not be taught to resent or hate other races or classes of people."
UPDATE, JAN 16, 2012, 6:50 AM, CST: Precious Knowledge is a documentary about the Mexican American Studies program that includes powerful footage of students and teachers in the program, and, footage of state administrators who characterize the program and people in it as anti-American. See the trailer and information about the documentary at Precious Knowledge.
Below is a 30 minute clip about the program. Some of it is from Precious Knowledge. The young man who speaks at the 1:58 mark talks about administrators coming into his classroom last week on Friday and directing teachers to box their books. One young woman who works in the library as an aide says that library copies of books will likely remain on the shelves, but that the teachers cannot teach the books. The young woman at 22:20 said it was heartbreaking to watch their teachers box the books. It concludes in a classroom. The teacher speaks with great emotion, which leads me to think that this footage was filmed after House Bill 2281 was passed. [Video source: Three Sonorans channel on YouTube]
Below is a clip of teacher, Yolanda Sotelo, talking about books and the events of last week. Administrators will visit classes to make sure the teachers are not teaching the banned books. [Video source: Three Sonorans channel on YouTube]
UPDATE: MONDAY, JANUARY 16, 2011, 2:05 PM CST: The Save Ethnic Studies website has an extensive archive of court documents, statements, transcripts, student work.
_________________________ For ongoing AICL coverage, read through AICL from January 15 to the present or go directly to specific posts by clicking on links below:
