Special Women in My Life: Strategies for Writing Women into the Social Studies Curriculum

Autor/inn/en	Hickey, M. Gail; Kolterman, Don L.
Titel	Special Women in My Life: Strategies for Writing Women into the Social Studies Curriculum
Quelle	In: Social Education, 70 (2006) 4, S.190-196 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7724
Schlagwörter	Stellungnahme; Grade 5; United States History; Textbooks; Social Change; Females; Labor Force; Cultural Centers; Social Studies; History Instruction; Grade 2; Class Activities + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; Textbook; Text book; Schulbuch; Lehrbuch; Sozialer Wandel; Weibliches Geschlecht; Labour force; Arbeitskraft; Erwerbsbevölkerung; Cultural center; Cultural centre; Cultural centres; Kulturzentrum; Gemeinschaftskunde; History lessons; Geschichtsunterricht; School year 02; 2. Schuljahr; Schuljahr 02
Abstract	Women have always been a part of history, but society has not always recognized their contributions. History textbooks, for example, largely portray women as passive bystanders in the world's events, with fewer than 11 percent of textbook images and references devoted to specific women. A U.S. Congressional Resolution designated March as Women's History Month, noting that women helped found the nation in "countless recorded and unrecorded ways," contribute and have contributed to the nation through "critical economic, cultural and social roles," provided the majority of the nation's "volunteer labor force, have been particularly important in the establishment of early charitable, philanthropic and cultural institutions," and served as "early leaders in the forefront of every major progressive social change movement." In spite of their significant contributions to United States history, women consistently are overlooked and undervalued in K-6 social studies textbooks and instructional resources. Family stories and community-based interviews provide a meaningful way to offset this deficit and bring women into the social studies curriculum. This article shares the rationale, planning strategies, and lessons from 2nd and 5th grade teachers' classrooms for implementing a women's history project using local input and resources. (Contains 3 tables and 18 notes.) (ERIC).
Anmerkungen	National Council for the Social Studies. 8555 Sixteenth Street 500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800; Fax: 301-588-2049; e-mail: membership@ncss.org; Web site: http://www.socialstudies.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10