Times up World History: Broadening the World History Narrative

Autor/inn/en	Waters, Stewart; Magliocca, Autumn
Titel	Times up World History: Broadening the World History Narrative
Quelle	In: Social Studies, 109 (2018) 4, S.192-201 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7996
DOI	10.1080/00377996.2018.1514361
Schlagwörter	World History; Females; Sex Fairness; Gender Issues; Power Structure; Academic Standards; State Standards; Curriculum Development; Lesson Plans; History Instruction; Supplementary Reading Materials; Textbooks; Teaching Methods; Tennessee + Suchen Sie Ihr Suchwort? Weltgeschichte; Weibliches Geschlecht; Sexualaufklärung; Geschlechterfrage; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lesson planning; Unterrichtsplanung; History lessons; Geschichtsunterricht; Reading materials; Lesekartei; Textbook; Text book; Schulbuch; Lehrbuch; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The emergence of the Times Up and the #MeToo movements has sparked a conversation in the United States uncovering the grim realities that many women face. As the focus on gender equity and power dynamics between men and women continue to garner national attention, the authors of this article were curious to see if this progress manifested itself in recently revised Tennessee world history standards. It is not surprising that we found a vastly disproportionate amount of material focusing on men. Thus, we proceed to offer readers a rationale for broadening the world history narrative to include the lives and experiences of women, while also offering specific lesson plan examples and resources that could be used by classroom teachers to supplement the curriculum and highlight the pivotal role women have played in shaping human history. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01