This publication is a teaching pack designed to meet the aims and objectives of the Council of Europe's project on 'Learning and teaching about the history of Europe in the 20th century'. The pack has been written for teachers of 14-18 year olds. It emphasises the integration of skills with knowledge and understanding, rather than the acquisition of knowledge in itself and focuses on the links between work, family, culture, war and politics. Topics proposed in the pack include how the image of women has been constructed socially through the media and how political systems have influenced women's private and social roles.
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 a teaching resource for secondary schools designed to integrate women's history into current classroom practice. Although many of Europe's school systems have included the subject in their curricula, there is a shortage of material with which to teach it in practice. Ruth tudor.
During the twentieth century, opportunities for exercise and sports grew significantly for girls and women in the United States. Among the key figures who influenced this revolution were female physical educators. Drawing on extensive archival research, Active Bodies examines the ideas, experiences, and instructional programs of white and black female physical educators who taught in public schools and diverse colleges and universities, including coed and single-sex, public and private, and predominantly white and historically black institutions. Working primarily with female students, women physical educators had to consider what an active female could and should do in comparison to boys and men. Applying concepts of sex differences, they debated the implications of female anatomy, physiology, reproductive functions, and psychosocial traits for achieving gender parity in the gym. Teachers' interpretations were conditioned by the places where they worked, as well as developments in education, feminism, and the law, society's changing attitudes about gender, race, and sexuality, and scientific controversies over the nature and significance of sex differences. While deliberating fairness for their students, women physical educators also pursued equity for themselves, as their workplaces and nascent profession often marginalized female and minority personnel. Questions of difference and equity divided the field throughout the century; while some teachers favored moderate views and incremental change, others promoted justice for their students and themselves by exerting authority at their schools, critiquing traditional concepts of "difference," and devising innovative curricula. Exploring physical education within and beyond the gym, Active Bodies sheds new light on the enduring complexities of difference and equity in American culture.
Produced for the Council of Europe project " Learning and teaching about the history of Europe in the 20th century", this book concentrates on the how rather than the what of teaching. Besides a study of selected themes and topics, it covers the teaching of sensitive issues, the reading of visual archives, analysing history on television and the Internet and assessing new technologies. Some of these new sources have not been made part of standard teacher training, yet they have a powerful role in the way young people perceive the past. The author is a Senior Research Fellow at Leirsinn Research Centre, University of Highlands and Islands Millennium Institute.
The collection's focus is on girls' secondary education, and hence the gendered cultural expectations of the middle classes and upper classes, will provide the dominant narrative, given the relatively recent democratization of European educational systems.
Alphabetical articles on major events, documents, persons, social movements, and political and social concepts connected with the history of women in America.
Women's lives changed more in the 20th century than in any previous century. It was a period of transformation, not only of the political realm, but also the household, family and workplace. Ranging widely over Europe, this fascinating account is one of the first comprehensive surveys of its kind.
