Over the last four decades, women's history has developed from a new and marginal approach to history to an established and flourishing area of the discipline taught in all history departments. Clio in the Classroom makes accessible the content, key themes and concepts, and pedagogical techniques of U.S. women's history for all secondary school and college teachers. Editors Carol Berkin, Margaret S. Crocco, and Barbara Winslow have brought together a diverse group of educators to provide information and tools for those who are constructing a new syllabus or revitalizing an existing one. The essays in this volume provide concise, up-to-date overviews of American women's history from colonial times to the present that include its ethnic, racial, and regional changes. They look at conceptual frameworks key to understanding women's history and American history, such as sexuality, citizenship, consumerism, and religion. And they offer concrete approaches for the classroom, including the use of oral history, visual resources, material culture, and group learning. The volume also features a guide to print and digital resources for further information. This is an invaluable guide for women and men preparing to incorporate the study of women into their classes, as well as for those seeking fresh perspectives for their teaching.

 

This book is aimed at children in secondary school.

There are 336 pages in this book. This book was published 2009 by Oxford University Press Inc .

Carol Berkin is Presidential Professor of History at Baruch College and the Graduate Center of the City University of New York. Margaret S. Crocco is a Professor of Social Studies and Education at Teachers College, Columbia University. Barbara Winslow is an Associate Professor in the School of Education and Womens Studies Program at Brooklyn College.

This book has the following chapters: PART I: THREE ERAS OF U. S. WOMEN'S HISTORY ; PART TWO: CONCEPTUALIZING ISSUES IN U. S. WOMEN'S HISTORY ; PART THREE: TEACHING AND LEARNING WOMEN'S HISTORY: STRATEGIES AND RESOURCES ; PART FOUR: WHAT WE KNOW (AND DON'T KNOW) ABOUT TEACHING WOMEN'S HISTORY