Clio in the Classroom: A Guide for Teaching U.S. Women's - download pdf or read online

By Carol Berkin, Margaret S. Crocco, Barbara Winslow

ISBN-10: 0195320123

ISBN-13: 9780195320121

ISBN-10: 0195320131

ISBN-13: 9780195320138

ISBN-10: 0199717761

ISBN-13: 9780199717767

Over the past 4 a long time, women's background has built from a brand new and marginal method of historical past to a longtime and flourishing sector of the self-discipline taught in all background departments. Clio within the Classroom makes available the content material, key issues and ideas, and pedagogical ideas of U.S. women's historical past for all secondary college and faculty lecturers. Editors Carol Berkin, Margaret S. Crocco, and Barbara Winslow have introduced jointly a various workforce of educators to supply info and instruments if you happen to are developing a brand new syllabus or revitalizing an current one. The essays during this quantity supply concise, updated overviews of yankee women's historical past from colonial instances to the current that come with its ethnic, racial, and neighborhood alterations. they give the impression of being at conceptual frameworks key to knowing women's background and American heritage, equivalent to sexuality, citizenship, consumerism, and faith. and so they provide concrete methods for the school room, together with using oral background, visible assets, fabric tradition, and staff studying. the amount additionally includes a consultant to print and electronic assets for additional details. this is often a useful advisor for ladies and males getting ready to include the examine of ladies into their periods, in addition to for these looking clean views for his or her instructing.

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

Example text

Woman’s productive role disappeared as well, as the household goods and services provided by her foremothers now were available as manufactured goods or through hiring domestic servants. 1 For more than a generation, this separate spheres paradigm dominated historians’ understanding of the nineteenth century. But before long, scholars found this model far too limiting. First and foremost, it described the experience of a very specific group—white, native-born, middle-class, and elite women of the Northeast.

Although white observers, both male and female, often spoke negatively of Indian society, describing it as heathen, savage, and “unnatural” because of gender roles and sexual practices that seemed a mirror opposite of their own culture, there were white women who found Indian culture preferable to their own. 8 By the mid-seventeenth century, colonial America was not simply biracial, but triracial. Although Africans were relatively rare in the Chesapeake during the 1630s or 1640s, the shift from indentured servants to enslaved Africans and African Americans was virtually complete by the early eighteenth century.

4 Domestic service came with certain drawbacks that made these jobs untenable for many women. For example, domestics lived under the roof of their employers and were, in many cases, expected to be at their beck and call, with little free time of their own. Employers often tried to influence how their servants dressed, ate, and worshipped, an issue that Irish Catholic servants particularly resented. Female domestics also faced frequent sexual exploitation on the part of their male employers. And unlike factory girls, they had few opportunities for socialization on the job, since they were isolated within the middleclass household.

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Clio in the Classroom: A Guide for Teaching U.S. Women's History by Carol Berkin, Margaret S. Crocco, Barbara Winslow


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