Clio in the Classroom A Guide for Teaching U.S. Women's History

Over the last thirty years, women's history has developed from a newfangled, marginal area of the study of history to an established method of analysis, a staple in all history departments. This volume will serve as a serve as an introduction to how to teach US women's history for secondaryand post-secondary teachers. While there are books on women's history suitable for undergraduate course adoption, such as Major Problems in Women's History, and readers and synthetic books about US women's history, there exists no book that addresses how to teach women's history. This book will fillthat niche and will be written by many top professors in the field. The book will be divided into three parts, with 20 contributors. The first will offer overviews of US women's history in the 17th/18th, 19th, and 20th centuries. Part II will look at contemporary themes in conceptualizing women's history, including sexuality, citizenship, consumerism, domesticity,regionalism, and religion. Part III will focus on teaching strategies suitable for secondary school, community college, and university teachers, including public history, primary sources, diaries, digital resources, visual resources, and oral history.

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.

Part I: Three Eras of U.S. Women's History1. Carol Berkin (Baruch College and the CUNY Graduate Center): Women in Colonial and Revolutionary America2. Cindy Lobel (Lehman College): Women in Nineteenth Century America3. Barbara Winslow (Brooklyn College): Women in Twentieth Century AmericaPart Two: Conceptualizing Issues in U.S. Women's History4. Rebecca Tannenbaum (Yale University): Conceptualizing U.S. Women's History through the History of Medicine5. Christy Regenhardt (Washington University): Conceptualizing U.S. Women's History through the History of Sexuality6. Christine Compston (Western Washington University): Conceptualizing Citizenship in U.S. Women's History7. Jennifer Scanlon (Bowdoin College): Conceptualizing U.S. Women's History through Consumerism8. The Challenge of Success: Conceptualizing U.S. Women's History in Medicine, Law, and Business9. Erica Ball (California State University, Fullerton): Conceptualizing the Intersectionality of Race, Class, and Gender in U.S. Women's History10. Barbara Welter (Hunter College and the CUNY Graduate Center): Conceptualizing the Female World of Religion in U.S. Women's History11. Ronald G. Walters (Johns Hopkins University): Conceptualizing Radicalism in U.S. Women's History12. Mary Frederickson (Miami University of Ohio): Thinking Globally about US Women's HistoryPart Three: Teaching and Learning Women's History: Strategies and Resources13. Michael Lewis Goldberg (University of Washington, Bothell): Re-designing the U.S. Women's History Survey Course Using Feminist Pedagogy, Educational Research, and New Technologies14. Tracy Weis (Millersville University): Teaching Women's History with Visual Images15. Anne Derousie and Vivien Rose (Women's Rights National Historical Park): History You Can Touch: Teaching Women's History through Three- Dimensional Objects16, Teaching Women's History through Oral History. Margaret S. Crocco (Teachers College, Columbia University): 17. Nicholas Syrett (University of Northern Colorado): Who is Teaching Women's History? "Insight," "Objectivity," and IdentityPart Four: What We Know (and Don't Know) about Teaching Women's History18. Linda Levstik (University of Kentucky): What Educational Research Says about Teaching and Learning Women's HistoryAdditional Resources