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

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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.
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Editorial Reviews

From the Publisher
"Ranging across time and topic, Berkin, Crocco, and Winslow have assembled an immensely useful collection of essays that will allow teachers new to the subject on any level—as well as some of us old hands—to refine their pedagogy and bring the study of U.S. women into the history curriculum in innovative and exciting ways. No one interested in teacher education and concerned with how we learn history can ignore this work."—Eileen Boris, co-editor of The Practice of U.S. Women's History: Narratives, Intersections, and Dialogues

"Clio in the Classroom: A Guide for Teaching U.S. Women's History is an invaluable resource for both high school and college instructors.... It is a starting point and a must have for the novice instructor, and a springboard for discussion and course enrichment for others."—Jennifer Aerts Terry, The History Teacher

"A wonderful resource...Partly historiography and partly a DIY course manual, Clio in the Classroom will appeal to both American history generalists and American women's history specialists." —History Matters, a publication of the National Council for History Education

"Central to the discussion of the place of women's history in the curriculum." —

"A first-rate guide for high school and college teachers...the prose in each chapter is carefully crafted in clear, succinct language, and the editors have done a superior job of making sure the ideas in each of the chapters connect to the overall purpose of the book." —Theory and Research in Social Education

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Product Details

  • ISBN-13: 9780195320138
  • Publisher: Oxford University Press, USA
  • Publication date: 2/2/2009
  • Edition description: New Edition
  • Pages: 336
  • Product dimensions: 6.10 (w) x 9.10 (h) x 0.50 (d)

Meet the Author

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.

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Table of Contents

Contributors xi

Introduction 3

Part I Three Eras of U.S. Women's History

1 Women in Colonial and Revolutionary America Carol Berkin 11

2 Women in Nineteenth-Century America Cindy R. Lobel 27

3 Women in Twentieth-Century America Barbara Winslow 49

Part II Conceptualizing Issues in U.S. Women's History

4 Conceptualizing U.S. Women's History through the History of Medicine Rebecca Tannenbaum 77

5 Conceptualizing U.S. Women's History through the History of Sexuality Christy Regenhardt 91

6 Conceptualizing Citizenship in U.S. Women's History Christine L. Compston 103

7 Conceptualizing U.S. Women's History through Consumerism Jennifer Scanlon 119

8 Conceptualizing U.S. Women's History in Medicine, Law, and Business: The Challenge of Success Virginia G. Drachman 135

9 Conceptualizing the Intersectionality of Race, Class, and Gender in U.S. Women's History Erica L. Ball 149

10 Conceptualizing the Female World of Religion in U.S. Women's History Barbara Welter 163

11 Conceptualizing Radicalism in U.S. Women's History Ronald G. Walters 175

12 Thinking Globally about U.S. Women's History Mary E. Frederickson 191

Part III Teaching and Learning Women's History: Strategies and Resources

13 Redesigning the U.S. Women's History Survey Course Using Feminist Pedagogy, Educational Research, and New Technologies Michael Lewis Goldberg 209

14 Teaching Women's History with Visual Images Tracey Weis 223

15 History You Can Touch: Teaching Women's History through Three-Dimensional Objects Anne M. Derousie Vivien E. Rose 239

16 Teaching Women's History through Oral History Margaret S. Crocco 253

17 Who Is Teaching Women's History? "Insight," "Objectivity," andIdentity Nicholas L. Syrett 267

Part IV What We Know (and Don't Know) about Teaching Women's History

18 What Educational Research Says about Teaching and Learning Women's History Linda Levstik 281

Additional Resources 297

Index 307

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