Clio in the Classroom: A Guide for Teaching U.S. Womens History

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Elementary Educator's Guide to Primary Sources by Tom Bober - Libraries Unlimited - ABC-CLIO

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 Single Woman in U.S. History

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. Everyone who teaches needs exposure to Bober and his work.

Whether your primary source understanding is basic or beyond, you will be inspired to use primary sources in new insightful ways. This must-read, explains and clarifies the roles of the document s , the teacher and the students. This book will inspire you to include primary sources in your curriculum planning and give ideas for library-classroom collaboration..

  1. List of American women's firsts?
  2. Learning Objectives.
  4. Reclaiming Knowledge: Social Theory, Curriculum and Education Policy (Knowledge, Identity, and School Life Series, 8)!
  5. Kundrecensioner?

If you are wondering how to get students thinking, wondering, analyzing, investigating, and connecting to real life --this book is for you. Libraries Unlimited. Need Help? Try our Search Tips.

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Available for Course Adoption. Almost every person who reads this book will have studied history as a school subject in some shape or form.

Margaret Crocco | Teachers College Columbia University

Most will have encountered more than one history teacher and will be aware of the difference the teacher can make to the experience of school history. In some hands, school history can seem a desiccated and stultifying subject, of dubious relevance and little clear purpose; in others it can seem inspirational, important and immensely rewarding. The aim of this book is to provide practical guidance in preparing to become a history teacher, and insight into the factors which will enable you to teach history effectively, and in a way which elicits the interest and enthusiasm of pupils.

Most people acknowledge that although subject knowledge is important, it is not the only factor involved in being a good history teacher.

  • Strategies for Teaching.
  • Encyclopedia of Race and Crime;
  • The First Battle of the Marne 1914: The French ‘miracle’ halts the Germans (Campaign, Volume 221).
  • Chaos for Engineers: Theory, Applications, and Control.
  • There is no necessary correlation between your prowess as an academic historian and your effectiveness in teaching history to children, although it is difficult to envisage how to teach history without a reasonable base of subject knowledge. Good subject knowledge is a necessary, but not sufficient prerequisite for effective teaching.

    Having degree-level knowledge of the English Civil War does not in itself guarantee that you will be able to teach it in a way that makes sense to year-olds. What are the other factors involved in teaching history, and how are the skills involved best acquired?