In the late 1970s and early 1980s, "The History Teacher" published several articles on the importance and process of integrating women's history into "regular history." Now, at the dawn of the twenty-first century, the author suggests to add a new perspective as to how teachers think about and teach gender in the classroom. Many teachers not only integrate women in their large western civilization, global, and United States surveys, they also devote whole courses to the history of women. In this paper, the author focuses on these survey courses in women's history. She argues that college undergraduates will be generally better served if teachers who are teaching women's history survey courses retool and transform these classes into women's and men's history courses. In other words, that teachers consider replacing women's history with a survey history of women and men. The author proposes that teachers make the gendered history of men visible to students and that the most suitable place for incorporation of this subject matter is the survey of women's history course. She discusses the importance of incorporating men's history into women's history and points out that without studying the various constructions of masculinity throughout time, teachers can never hope to adequately compare and contrast them with the meanings of femininity. (Contains 17 notes.)