Wikijunior:New Title Suggestions

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Adopted Titles
Archived Titles

Before adding any new Wikijunior book title suggestions, please read Wikijunior:New Title Policy.

The decision to determine which new Wikijunior project will be started is through the Wikijunior:New Book of the Quarter page. Please vote there for the project you would like to see started next. If you would like to pull a proposal out of the archive and suggest it again, please feel free to do so.

Please use the following template for adding new book title suggestions:

=== (Add suggested title) ===
* Description: 
** Scope: 
** Purpose: 
** Narrative: 
* Audience: 
** Target Age: 
** Academic Prerequisites: 
* Organization
** Section Titles:
*** Example Section 1
*** Example Section 2
** Standard Section Headings: (May take the form of a question.)
*** Example Question 1
*** Example Question 2
* Notes: 
*Interested Participants:
**User 1
**User 2

Suggested Wikijunior Book Titles[edit | edit source]

Adventures in Architecture[edit | edit source]

  • Description: A book about architecture, but more of an activity book than a textbook.
    • Scope: All aspects of architecture, from historical buildings, through build-it-yourself models, through learning to appreciate the architecture in your own hometown.
    • Purpose: To educate about architecture specifically, but more broadly to engage children in a creative learning process.
    • Narrative: As explained, this would not really be a narrative textbook, but the educational content would be provided primarily through activities. Of course background material will also be provided.
  • Audience: Inquisitive children, with some activities also involving their parents taking them to interesting places, and some activities involving games they can play with their friends.
    • Target Age: 8-12
    • Academic Prerequisites: None
  • Organization
    • Section Titles:
      • What's a Pyramid good for?
      • All Roads lead to Rome
      • etc.
    • Standard Section Headings:
      • Build it! (building models)
      • Take a Hike! (outdoor excursions to look at local buildings)
      • What would you build? (creative thinking exercises)
      • Games (simple activities that can be done at any time)
      • Puzzle Tower (drawing puzzles inspired by architectural problems)
  • Notes: This was inspired by some of the educational books I appreciated most when I was younger. It is my hope that some of the other Wikijunior titles might in future also employ the 'creative' approach.
  • Interested Participants:
    • Pharos 05:52, 20 May 2007 (UTC)
  • Discussion:

Electricity[edit | edit source]

  • Description: Explains electricity.
    • Scope: Discussion of the physics, history, applications, components, and modern significance of electricity and related subjects.
    • Purpose:
    • Narrative: Beginning with natural occurrences and the earliest applications of electricity and illustrating the growth of the significance of electricity by talking about the various things that electricity does.
  • Audience
    • Target Age: 8-12
    • Academic Prerequisites: None
  • Organization
    • Section Titles:
      • Electricity around us
      • Static
      • Lightning
      • Generation
      • Conduction
      • AC & DC
      • Batteries
      • Circuits
      • Lights
      • Buzzers
      • Switches
      • Fuses
      • Motors
      • From the power plant to you
    • Standard Section Headings: (May take the form of a question.)
      • What does it do?
      • When and how was it discovered?
      • How does it do it?
      • What are some specific examples?
      • Why is it important?
  • Notes:
  • Interested Participants:
  • Discussion:

Hello! In my humble opinion would this book describe too much for the intended audience with age 8 to 12. You have written almost all which someone can know about electricity. Most grown up people would not know how a motor works. Please cut it down a bit. To write a book for children, you have to make it interesting. Tell a story and talk about how the current in a bicycle dynamo gets into the lamp. --SvonHalenbach (talk) 14:22, 16 December 2007 (UTC)

Svon: Horsefeathers. So WHAT if most adults don't know how a motor works (having taught University Physics, I can say unequivocally you are correct in this claim). One can teach a child not only how a motor works, but tie it to a key concept (electro-magnetism relationships) and teach them a crux detail (a commutator) and how to make a working motor using lacquered wire, a battery, a couple paper clips, and a magnet. Comprehensiveness (too many topics) may be a fault here, since a few electrical examples and a few *electronic* examples could introduce concepts adequately and guide the child to another lesson. But nothing about electricity or electronics (aside from safety) is out of the grasp of a child; just look at the way they devour statistics and names of sports stars and dinosaurs and geography. (PS: I am not the author of this suggestion) -- (talk) 14:43, 30 December 2007 (UTC)

Evolution of Life[edit | edit source]

  • Description: Describes the processes of evolution.
    • Scope:
    • Purpose: To explain and describe theories about how life changes over time and demonstrate the effects of evolution on various species.
    • Narrative: Begins with the earliest life on earth and follows life as it evolves.
  • Audience: Kids interested in science and animals.
    • Target Age: 8-12
    • Academic Prerequisites: none
  • Organization
    • Special Section Titles:
      • Geologic Time Scale/Fossil Record
        • Formation of the Earth
        • Cambrian Explosion
        • From ape to man
      • Charles Darwin
      • Natural Selection
      • DNA and Mutations
      • Intelligent Design
    • Standard Section Titles
      • Amanita (Amanita Mushrooms)
      • Brachypelma (Tarantula)
      • Decapoda (Crabs)
      • Hominidae (Great Apes)
      • Mysticeti (Baleen Whales)
      • Pelecanidae (Pelicans)
      • Pteropodidae (Fruit Bats)
      • Semaeostomeae (Jellyfish)
    • Standard Section Headings: (May take the form of a question.)
      • Where is this group found?
      • What are some early examples?
      • What are some present day examples?
      • What vestigial characteristics are found in this group?
      • How is this group adapted to its environment?
      • How do members of this group vary?
  • Notes:
  • Interested Participants:
  • Discussion

Famous Inventors[edit | edit source]

  • Description: Inventors of new technology that has changed our lives
    • Scope: Includes biography, how they made their discoveries, how the discoveries helped people and/or the world, what legacy they are remember for today.
    • Purpose: The purpose will be to reveal how the Scientific Method for experiments is used to discover and create inventions that have made life better for people.
    • Narrative: The famous inventors would reveal more of the stories behind the technology. The wikipedia entries for the inventors are too long and are not kid friendly. This book needs to be concise and include pictures to aid comprehension. This would be an excellent supplement to the How Things Work [1] Wikijunior book. They could crosslink to each other in order to find out more about either the inventor of the invention or the invention the inventor made.
  • Audience: Children interested in discovery and how things are invented.
    • Target Age: 8-12
    • Academic Prerequisites: none
  • Organization
    • Chapter Titles:
      • Section Titles:
      • Early Inventors
        • Galileo
      • Inventors in Communication
        • Alexander Graham Bell
        • Samuel Morse
      • Inventors in Transportation
        • Henry Ford
        • Wilber and Orville Wright
      • Inventors in Agriculture
        • George Washington Carver
        • Cyrus McCormick
      • Inventors in Everyday Uses
        • Thomas Edison
        • Benjamin Franklin
        • Lewis Howard Latimer
        • George Westinghouse
      • Inventors in Medicine
        • Madam Curie
    • Standard Section Headings: (May take the form of a question.)
      • When, Where, and to whom was he or she born?
      • What was his or her childhood like?
      • Why did this person become interested in science?
      • Where did this person go to school?
      • What problem did he or she uncover that needed solving?
      • What invention had already been tried that did not solve the problem, Why wasn't it working?
      • What did this person invent that solved the problem?
      • What does the invention do?
      • How has this invention changed people and the world?
      • What happened to this inventor in the end?
  • Notes: I teach this unit to my Third Graders each year. I have used Powerpoint presentations in the past but would like something my students can contribute to on a more permanent basis and build upon in succeeding years.
  • Interested Participants:
    • User 1--Jsigler (talk) 05:39, 6 March 2008 (UTC)
    • User 2
  • Discussion

Mathematics - Grade One[edit | edit source]

  • Description: Mathematic textbook for First Grade Students, generally compliant with the State of California Education standards.
    • Scope: Includes descriptions of problem solving techniques, examples and problems.
    • Purpose: Teach students to understand and use the concept of ones and tens in the place value number system. Teach students add and subtract small numbers, measure with simple units and locate objects in space. Teach them to describe data and analyze and solve simple problems.
    • Narrative:
  • Audience: 1st grade students
    • Target Age: 6-7
    • Academic Prerequisites: Knowledge of Kindergarten Math
  • Organization
    • Section Titles:
      • Number Sense
1.0 Students understand and use numbers up to 100:
1.1 Count, read, and write whole numbers to 100.
1.2 Compare and order whole numbers to 100 by using the symbols for less than, equal to, or greater than (<, =, >).
1.3 Represent equivalent forms of the same number through the use of physical models, diagrams, and number expressions (to 20) (e.g., 8 may be represented as 4 + 4, 5 + 3, 2 + 2 + 2 + 2, 10 -2, 11 -3).
1.4 Count and group object in ones and tens (e.g., three groups of 10 and 4 equals 34, or 30 + 4).
1.5 Identify and know the value of coins and show different combinations of coins that equal the same value.
2.0 Students demonstrate the meaning of addition and subtraction and use these operations to solve problems:
2.1 Know the addition facts (sums to 20) and the corresponding subtraction facts and commit them to memory.
2.2 Use the inverse relationship between addition and subtraction to solve problems.
2.3 Identify one more than, one less than, 10 more than, and 10 less than a given number.
2.4 Count by 2s, 5s, and 10s to 100.
2.5 Show the meaning of addition (putting together, increasing) and subtraction (taking away, comparing, finding the difference).
2.6 Solve addition and subtraction problems with one-and two-digit numbers (e.g., 5 + 58 = __).
2.7 Find the sum of three one-digit numbers.
3.0 Students use estimation strategies in computation and problem solving that involve numbers that use the ones, tens, and hundreds places:
3.1 Make reasonable estimates when comparing larger or smaller numbers.
  • Algebra and Functions
1.0 Students use number sentences with operational symbols and expressions to solve problems:
1.1 Write and solve number sentences from problem situations that express relationships involving addition and subtraction.
1.2 Understand the meaning of the symbols +, -, =.
1.3 Create problem situations that might lead to given number sentences involving addition and subtraction.
  • Measurement and Geometry
1.0 Students use direct comparison and nonstandard units to describe the measurements of objects:
1.1 Compare the length, weight, and volume of two or more objects by using direct comparison or a nonstandard unit.
1.2 Tell time to the nearest half hour and relate time to events (e.g., before/after, shorter/longer).
2.0 Students identify common geometric figures, classify them by common attributes, and describe their relative position or their location in space:
2.1 Identify, describe, and compare triangles, rectangles, squares, and circles, including the faces of three-dimensional objects.
2.2 Classify familiar plane and solid objects by common attributes, such as color, position, shape, size, roundness, or number of corners, and explain which attributes are being used for classification.
2.3 Give and follow directions about location.
2.4 Arrange and describe objects in space by proximity, position, and direction (e.g., near, far, below, above, up, down, behind, in front of, next to, left or right of).
  • Statistics, Data Analysis, and Probability
1.0 Students organize, represent, and compare data by category on simple graphs and charts:
1.1 Sort objects and data by common attributes and describe the categories.
1.2 Represent and compare data (e.g., largest, smallest, most often, least often) by using pictures, bar graphs, tally charts, and picture graphs.
2.0 Students sort objects and create and describe patterns by numbers, shapes, sizes, rhythms, or colors:
2.1 Describe, extend, and explain ways to get to a next element in simple repeating patterns (e.g., rhythmic, numeric, color, and shape).
  • Mathematical Reasoning
1.0 Students make decisions about how to set up a problem:
1.1 Determine the approach, materials, and strategies to be used.
1.2 Use tools, such as manipulatives or sketches, to model problems.
2.0 Students solve problems and justify their reasoning:
2.1 Explain the reasoning used and justify the procedures selected.
2.2 Make precise calculations and check the validity of the results from the context of the problem.
2.3 Students note connections between one problem and another.
  • Notes:
  • Interested Participants:
  • Discussion

By the end of grade one, students understand and use the concept of ones and tens in the place value number system. Students add and subtract small numbers with ease. They measure with simple units and locate objects in space. They describe data and analyze and solve simple problems.

World War II[edit | edit source]

  • Description: Covers the history of the Second World War.
    • Scope:
    • Purpose:
    • Narrative:
  • Audience:
    • Target Age: 10-12
    • Academic Prerequisites: Basic understanding of politics and maturity to handle discussions of violence
  • Organization
    • Section Titles:
      • The Start of World War II
      • The Allies
      • The Axis
      • Dunkerque
      • Battle of Britain
      • The Blitz
      • Pearl Harbor
      • Barbarossa - the German invasion of Russia
      • The War in the Pacific
      • The War in Africa
      • D-Day
      • The Holocaust
      • Atomic Bombs
      • Aftermath
    • Standard Section Headings: (May take the form of a question.)
      • Where did the event take place?
      • Who participated?
      • Why did the event take place?
      • What were the goals of the participants?
      • What happened during the event?
      • What were the costs of the event?
      • What was the outcome?
  • Notes:
  • Interested Participants:
  • Discussion

South America Relaunch[edit | edit source]

  • Description: To relaunch the South America book with new questions focusing on cultural aspects of the various countries.
    • Scope: Discuss various countries, their history, interesting places and culture.
    • Purpose: To show kids how people live in various places in South America, and how it is different or similar to the way they live.
    • Narrative:
  • Audience:
    • Target Age: 9-14
    • Academic Prerequisites: Basic understanding of Geography.
  • Organization
    • Section Titles:
      • Argentina
      • Bolivia
      • Brazil
      • Chile
      • Colombia
      • Ecuador
      • Falkland Islands
      • French Guiana
      • Guyana
      • Paraguay
      • Peru
      • Suriname
      • Uruguay
      • Venezuela
      • The Andes
      • The Amazon
      • The Incas
      • Simón Bolívar
    • Standard Section Headings: (May take the form of a question.)
      • What are %country's% national symbols?
      • What are some famous places in %country%?
      • What important events have happened in %country%?
      • What is the natural environment like in %country%?
      • What types of things are exported from %country%?
      • What is school like in %country%?
      • What is the food like in %country%?
      • What music is popular in %country%?
      • What sports are popular in %country%?
      • Who are some famous people from %country%?
  • Notes:
  • Interested Participants:
  • Discussion

Colors[edit | edit source]

  • Description: A mostly graphical exploration of colors. Instead of links, readers click on the color to go to a page containing objects of that color and simple text descriptions. See User:Whiteknight/Wikijunior:Colors for an example page.
    • Scope: Primary and secondary colors, black, grey, white.
    • Purpose: To teach young children about colors, to associate different objects with particular colors, and to introduce written words such as "Green" with images of green things.
    • Narrative: Very little narrative, no particular reading order.
  • Audience: Toddlers, children from birth to age 5.
    • Target Age: 0-5
    • Academic Prerequisites: none
  • Organization
    • Section Titles:
      • Red
      • Green
      • etc
    • Standard Section Headings: None, see example page.
  • Notes:
  • Interested Participants:
  • Discussion

Although the idea seems to be very valid I worry whether such books should be considered in this voting system. Their simplicity would lead to few comprehensive books being tagged as official and therefore I would suggest if they could rather be created in another system, appropriate for quicker acceptance of such books. -- 19:00, 8 July 2007 (UTC)

I had an idea for something like this a while back when I was trying to get colors across to my son. The particular problem this book addresses is the difficulty one-year-olds have with learning colors. The problem seems to be that there are a lot of different shades; you can point to two different red things, e.g. cherries and strawberries, and say they are both red... but it takes a long time for the child to get it because the thing you are pointing at are actually different colors. there are lots of kids books with objects and colors, but the problem is they are random objects - nobody ever says "look at that - it's a teddy-bear blue colour". I've not got just 'green' (duh), I've got bottle, olive, lime, pea, leaf, emerald, mint and fern-green -- and pictures of each item (e.g. bottle-green, with a breakout box containing the color and a line to a point on the image where it actually is that color in the box. 63 colors in total! And I suppose you could follow up with color patterns. I was going to publish it hardcopy, but have never done a book before. My 5yo is happy with biscuit-brown and custard-yellow etc. Would this be along the lines you are thinking?

Religions[edit | edit source]

  • Description: Inspired by Wikijunior:Languages, this book would be a kid-friendly repository of the world's religions.
    • Scope: Large world religions and their sects. If possible, topics on atheism and the like.
    • Purpose: To provide children with an easy to read and neutral place to learn about the many religions around them.
    • Narrative:
  • Audience: Children who are willing to learn about religions that they do not believe in, and learn it in a place where no religion is neither superior nor inferior to another.
    • Target Age: Ages 12 and up, given the rather serious subject matter..
    • Academic Prerequisites: Social studies, a general knowledge of world history and beliefs.
  • Organization
    • Section Titles:
      • Christianity
      • Christianity/Protestantism
      • Christianity/Protestantism/Lutheranism
      • Islam
      • Islam/Sunni Islam
      • etc.
    • Standard Section Headings:
      • What are the main beliefs of this religion/religious sect?
      • How many people practice this religion/religious sect?
      • Where is this religion/religious sect practiced?
      • What is the history of this religion/religious sect?
      • Are there any famous people who practice this religion/religious sect?
  • Notes: For this discussion, sect is defined as "a form of a religion". For example, Sunni Islam is a sect of Islam.
  • Notes: Although I use monotheistic religions as examples, this book would encompass both mono- and poly-theistic religions.
  • Interested Participants:
  • Discussion

As this idea is in a very early stage, keep in mind that these specifics are volatile. Mouse is back 07:50, 1 January 2008 (UTC)

A Series of Unfortunate Events[edit | edit source]

  • Description: It is about the adventures of three children, the Baudelaire orphans, after the death of their parents in a fire. The setting of the series is anachronistic, and throughout the series there are many literary and cultural allusions.
    • Scope: {none}
    • Purpose: To enjoy fictional stories, such as this.
    • Narrative: The story begins as the Baudelaire orphans get some bad news, and ends on an island only known as Olaf-Land
  • Audience: Youngsters that enjoy sad stories.
    • Target Age: 8-12
    • Academic Prerequisites:
  • Organization
    • Section Titles:
      • Example Section 1
      • Example Section 2
    • Standard Section Headings: (May take the form of a question.)
      • Example Question 1
      • Example Question 2
  • Notes:
  • Interested Participants:
    • User 1
    • User 2
  • Discussion
Is this fiction, because that would be outside the scope of Wikibooks. --Wes (talk) 01:06, 18 February 2008 (UTC)
Not to mention that sounds like a Copyright work Sfan00 IMG (talk) 16:17, 11 May 2009 (UTC)
That's because it is a copyrighted work. Kayau (talk) 11:59, 18 July 2009 (UTC)

What to do When Mommy Hurts You[edit | edit source]

Description: A book to help young children to understand and deal with subtle or overt abuse by their female care-givers, the book would also serve as a sourcebook for medico-legal professionals: * Scope: * Purpose: To help protect children from abuse by their mothers and female caregivers by giving them tools to describe their female care-giver's abuse. * Narrative: Your mother may have told you that the police or child protection services are trying to take you away from your mother, but that she will do anything to protect you. This may have happened several times, and your mother may have told you that if you say the right things, the won't be able to take you away from her. Your mother may say things like, "you don't want to be taken away from mommy, do you?" She may tell you never to talk about some of the things she has done to you, and she may apologize and promise that she won't do them again if you just lie.

  • Audience:Pre and Intra-adolescent children who have been, or are suspected to have been abused by their female care-giver.

* Target Age: 8-12 * * Academic Prerequisites: None

  • Organization

* Section Titles: * Example Section 1 Does your mother hurt you? * Example Section 2 Does your mother compare you to your father when she's angry? * Example Section 3 Does your mother try to make sure that you can't talk to your father or other close relatives?

  • Interested Participants:

**User Children **User medico-legal professionals

  • Discussion

Female care-givers typically abuse children in largely invisible ways that may appear to a superficial observer as normal discipline or over-protectiveness. They succeed in their abuse due to the tremendous control that they have over the child. Frequently, even after abuse is conclusively proven, through photographs or videos, the child will deny that the abuse took place. This book would serve to empower children and help them to acknowledge the abuse in a safe, nurturing, way.

I would suggest a different name. Red4tribe (talk) 23:06, 11 July 2008 (UTC)

American Founding Fathers[edit | edit source]

  • Description:A book to help children(paticulary Americans) understand the people who founded their country.
    • Scope: Topics on each of the Founding Fathers, such as George Washington, Thomas Jefferson, etc.
    • Purpose: To educate American children about the men who founded their nation.
    • Narrative:
  • Audience: Children interested in American History.
    • Target Age: 7-12
    • Academic Prerequisites: none
  • Organization
    • Section Titles:
      • George Washington
      • John Adams
    • Standard Section Headings:
      • What did they do when they were young?
      • What important things did they do?
      • What did they do afterwards?
      • Do we honor them today?
  • Notes:
  • Interested Participants:
  • Discussion

How to excel as a spell-bee[edit | edit source]

  • Description:
    • Scope: for kids under 12
    • Purpose: how to develop vocabulary
    • Narrative: how to prepare for a spell bee competition, study techniques
  • Audience:
    • Target Age: 5 till 12
    • Academic Prerequisites:
  • Organization
    • Section Titles:
      • Example Section 1
      • Example Section 2
    • Standard Section Headings: (May take the form of a question.)
      • what are the study techniques ?
      • what is the time frame [approx] required to prepare on a daily basis ?
      • what other factors must be taken into consideration ?
  • Notes:
  • Interested Participants:
    • User 1
    • User 2
  • Discussion
But it doesn't sound right -- winning spelling bees give you no more than a little fame throughout the school. Maybe change it to how to handle vocabulary? Kayau (talk) 12:59, 18 July 2009 (UTC)

Maps - From A to B[edit | edit source]

  • Description: A book about simple map making, navigation and map-making.
    • Scope: A history of map-making and navigation, along with some practical hints on navigation and map making.
    • Purpose: To educate about map-making.
    • Narrative: The intention in this book is to try and use a similar style to that used by 'Ladybird' in the UK
    • Presentation/Layout: Ideally similar to Ladybird, within the limitations of wiki-markup.
  • Audience: Interested readers, as well as possibly 'youth groups' that do outdoor activity.
    • Target Age: 8-12
    • Academic Prerequisites: Some Basic geometry (angles,cricles, distance and area) assumed.
  • Intended Page Headings.
    • Introduction -
    • What is a Map?
    • History of map-making and Navigation
      • Early Maps
      • 'The Earth is Round!'
      • 'Across the Mighty Ocean Deep'
      • 'Organised Surveys'
      • 'Across the continent'
      • 'Into the Blue'
      • 'Beyond the frontier'
    • How to Navigate
      • Primitive
      • The Compass
      • Bearings
      • Scale
      • Referencing.
      • How high?
      • 'All At Sea'
  • Making a Map
  • Unsorted topics:
    • 'The Pattern of Travel'(Transport maps)
    • 'A to B...' (Road classification)
    • 'Beneath your feet' (Geological/ Mineral mapping)
    • 'Upon the field so brave.' (Military mapping)
    • 'Gales Expected...' (Weather Charts)
  • Notes:
  • Interested Participants:
  • Discussion

Types of Fiction[edit | edit source]

  • Description: Lets children understand different types of fiction
    • Scope: Any type of fiction
    • Purpose: Children may choose which types they are the most interested in.
    • Narrative:
  • Audience: Children interested in books
    • Target Age: 7-10
    • Academic Prerequisites: None
  • Organization
    • Section Titles:
      • Mystery / Detective
        • Sir Arthur Conan Doyle
      • Horror
        • Robert Louis Stevenson
        • Bram Stoker
        • Mary Shelley
      • Love
        • Jane Austen
      • Adventure
        • Jack London
        • Ernest Hemingway
      • Satire
      • Humour
      • Sci-fi
        • Jules Verne
        • H. G. Wells
      • Fantasy
        • Louis Carroll
      • Historical
        • Alexandre Dumas
        • Victor Hugo
      • Others
        • Bronte sisters
        • Charles Dickens
        • John Bunyan
        • James Joyce
        • Thomas Hardy
    • Standard Section Headings: (May take the form of a question.)
      • What is (genre)?
      • History of (genre)
      • Famous (genre) writers
      • Notes on reading the genre
  • Notes:
  • Interested Participants:
  • Discussion: