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Most of Joy's books are available as "real" books and in ebook format. That includes "Free to Believe: Or Not. The ebook version of The Story of Science is well-illustrated. A History of US is text only in its ebook version (contact Oxford if you would like to see illustrations).

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Early colonists had to go to church at least once a week. They got fined or put into stocks if they didn't go. Why and how did that change? Our freedom to believe or not believe didn't come easily. Read this book and learn what Thomas Jefferson and a mixture of Americans had to do to insure religious freedom for all Americans.

FREE TO BELIEVE (or not) is an illustrated ebook that tells the story of religious freedom in America. It includes a bevy of ORIGINAL DOCUMENTS and some thoughts on how to tackle them. Here's a link where you can read a few pages.

One kind of freedom clearly impacts others: This book includes a chapter on a Virginia plantation owner who freed all his slaves (he had more than Jefferson and Washington had combined), showing that it could be done.

The 3 volume THE STORY OF SCIENCE, from the Smithsonian, is now in ebook format. That's ARISTOTLE LEADS THE WAY, NEWTON AT THE CENTER, and EINSTEIN ADDS A NEW DIMENSION all available as beautifully illustrated ebooks from the Smithsonian. If you can read Korean, or Chinese, the books have been translated into those languages.The 10 volume A History of US is also in ebook format. But these are text-only. The stories are all there, but not the illustrations.

Chapter One: "Take a Number and press it into clay"

The National Teachers Association reviewed Reading Science Stories and added the book to its list of Recommended Books and Products known as NSTA Recommends. NSTA Recommends is generally regarded as the best source available for thoughtful, objective recommendations of science-teaching materials. Their panel of reviewers—top-flight teachers and other outstanding science educators—has determined that the products recommended there are among the best available supplements for science teaching. (Quoting NSTA)

Here is what NSTA Recommends has to say about Reading Science Stories:

"Misunderstood. Ostracized. Passionate. Determined. These are just some of the traits of the scientists portrayed in Joy Hakim’s e–book entitled Reading Science Stories: Narrative Tales of Scientific Adventurers. Hakim, a well–noted author whose previous works eloquently demonstrate the intersection of science and history, provides middle and secondary school readers with captivating stories about both the accomplishments and struggles of significant scientists.

...Quotes from or about the scientists start each chapter, providing an opportunity for analyzing and interpreting text. Hakim provides parenthetical definitions of technical or more advanced vocabulary. Diagrams, maps, and other visual features support the text. Tracing the scientists through time helps show how ideas and understandings have changed over time and continue to do so.

Here's what physics professor/author Alan Hirshfeld says about "Reading Science Stories": "I couldn't put it down -- or whatever the equivalent is for an ebook. Educational, humorous (love the chapter titles), and a breeze to read. Kids will certainly get a more human-centered view of science from it."
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COMING SOON


Right now I'm immersed in biology, especially the story of how we figured out the DNA/RNA code that guides all life. I'm actually writing three complementary books in biology. One begins with Vesalius and Leonardo da Vinci, continues on to Darwin and Mendel, ending as the 19th century ends. The second book focuses on genetics, beginning at Columbia University's famous "fly room."and finally arriving at today's world of CRISPER and horizontal gene transfer.

The third book begins with the formation of Earth and the first microbial life. Before long you have fish, then dinosaurs, then us.



History Helps Make Sense of Science

Recently I read a scholarly article by Canadian Marcus Kumala titled "The Never-ending Story––Using the Narrative as a Fundamental Approach to Teaching Biology and Beyond." Kumala asks how concerned educators and professional scientists can teach science better. He answers, "Perhaps by giving students and teachers a conceptual lifeline, by teaching science––biology in particular––as the context-driven history courses they were meant to be." Of course I agree. Right now I have two biology books in progress, each approaches the story from a different perspective. More details to come.


Biology's iconic Carl Woese with me at The University of Illinois, Urbana-Champaign. I'm currently writing books on evolutionary biology and Woese may have done as much for the field as anyone since Mr. Darwin. Actually Worse , who died in 2012, might not agree: he had problems with Charles Darwin and his image, so he might go farther.

**Note the license plate.