Reviews selected literature about Black women within the framework of Black history in the United States. Includes recent books and articles as well as older classic titles. Uses two approaches: thematic and chronological. (Author/CK)

Using the New York state social studies 11th grade syllabus as a guide, the developer of this guide has adapted statements of understandings and has added resources and research questions to give students a better perspective on the role of women in United States history. Five broad topics are explored: The American People (immigrants, culture…

With the publication in 1984 of "Notable Women of Hawaii," edited by Barbara Bennett Peterson, women's activities and accomplishments began to be accorded their rightful place in the traditional picture of Hawaiian history. Using this book as a text, a 16-week course entitled "Outstanding Women of Hawaii" was recently added to…

Surveys ways history instructors can assimilate an equitable treatment of women into state and local history courses. Discusses advantages and disadvantages of six teaching approaches and recommends using an integrated approach. (Author/CK)

The suggested framework for analyzing women's history considers two dimensions of past female experience. These are human-specific dimensions that women share to a considerable degree with men, and female-specific dimensions that women have in common with one another and for the most part do not share with men. (Author/DB)

Argues that, despite multiple calls for the integration of women's history into the K-12 U.S. history curriculum, many states and districts do not regularly or systematically include women in their curricula. Proposes an infusion approach to representing women within the current curricula and provides a sample lesson. (DSK)

Focuses on teaching a U.S. history course to secondary school students about the women's club movement which began in the last quarter of the nineteenth century. Explores five key topic areas involving theoretical frameworks, community activities of the women, and skill development due to club involvement. (CMK)

Discusses the teaching of women's history at the University of Alabama at Birmingham (UAB). Describes how student views changed an instructor's own perceptions about race and gender issues. Observes that returning female students are particularly drawn to women's studies courses. Stresses the need to weave past and present into a feasible, humane…

Draws upon classroom instruction in high school women's history courses and follow-up interviews six years later to consider the effects of studying history from primarily male or female perspectives with or without the authority of the school behind it. Asserts that gender-balanced history can help women students better prepare for their futures.…

Describes units on women's history used in second grade classes in honor of "Women's History Week." Students read about famous women in history, interview older female relatives, meet women working in nontraditional jobs, and discuss sex roles and bias. Ideas for women's history activities for upper elementary classes are included. (AM)

Provides a brief background on Eleanor Roosevelt and the Declaration of Human Rights. Presents a lesson wherein students simulate the creation of the Declaration of Human Rights and consider the leadership skills of Eleanor Roosevelt. Explains that the activity requires three class periods and some student preparation before the lesson. (CMK)

Discusses the use of a "crankie," a simple story device made from a cardboard box, in studying women's history in the high school classroom. Presents an example of a crankie story which focuses on Rosa Parks and the Montgomery (Alabama) bus boycott. Describes an evaluation process and assesses the activity's instructional value. (GEA)

This lesson is based on the National Register of Historic Places registration file "Women's Rights Historic Site Thematic Resources" and other sources on the M'Clintock House and women's rights. The lesson is about a house located at 14 East Williams Street in Waterloo, New York, where on July 16, 1848, five women, including Elizabeth…

Provides background information for a local history project about the 1793 Philadelphia (Pennsylvania) yellow fever outbreak. Offers potential project topics to help students learn about local history and understand life in the eighteenth century United States. (CMK)

Argues that the experiences of U.S. women in the seventeenth, eighteenth, and nineteenth centuries may be uncovered through the colorful legacy of quilts. Outlines the teacher's task in integrating the study of quilts into the curriculum. Presents an imaginary scenario that illustrates the types of comments one might encounter in a classroom…