Women, World History, and the Web: Teaching and Learning Through Online Primary Sources

Women, World History, and the Web: Teaching and Learning Through Online Primary Sources

Women, World History, and the Web creates an online curriculum resource center to help high school and college world history teachers and their students locate and analyze primary sources dealing with the history of women around the world. The materials in this project will encourage more teachers to integrate the latest scholarship in the history of women and world history into their courses and will give students a more sophisticated framework for understanding global women’s history.

07/01/2003

06/30/2006

Roy Rosenzweig

Mills Kelly

Kelly Schrum

Sharon Leon

Kristin Lehner

Stephanie Hurter

Paula Petrick

Rikk Mulligan

Rustin Crandall

Katharina Hering

Peter Stearns

Jean Allman

Antoinette Burton

Donna Guy

Merry Wiesner-Hanks

Nora E. Jaffary

Nancy Wingfield

Judith P. Zinsser

Joan Bristol

Sumaiya Hamdani

Yevette Richards Jordan

Jitka Malekcova

Maureen Miller

Brian Platt

Dina M. Copelman

Beverly Mack

Marjorie Bingham

Marilynn Jo Hitchens

Heidi Roupp

Susan Gross

Tom Hatch

Mary H. Rojas

Patricia G. Avery

Bob Bain

Anne Chapman

Sara Evans

Gretchen Kreuter

Meryll Page

Margaret Strobel

1. Women in World History Curriculum Modules: Each online curriculum module will include the following: a) A brief contextualizing essay (ca. 1000-1500 words) that provides background and addresses issues of translation, and cross-cultural and time-period comparison. b) Eight to twelve primary source documents (including diaries, letters, photographs, artwork, news reports, public records, maps, speeches, songs, oral histories, and film), already translated by scholars. c) Probing questions that teachers and students can use to begin discussion of the documents and topics. Questions will emphasize strategies for reading the primary sources. d) Discussion questions that challenge students to think about the issues raised in a larger context of world history, with an emphasis on cross-cultural contact and globalization. These questions will highlight connections and comparisons with other modules and cross reference modules. e) A password-protected section of the site reserved for teachers will offer discussions of teaching strategies centered on the specific topics and primary sources as well as possible ways to answer the questions provided. f) Links to other relevant materials and resources on the web.

National Endowment for the Humanities

Upper Midwest Women's History Center