The curriculum of US History has improved substantially in its presentation of women over the 40 years since Trecker's 1971 study of US History textbooks. While studies show increased inclusions, they also suggest that women have not yet claimed their own place in the school curriculum. This paper seeks to better understand the woman who is presented to students and how she is normalised through a US History curriculum. Feminist analysis of the curriculum exposes a concept of woman attached to the domestic sphere and reified through her presentation in the political and economic realms. When considering the images of woman available to young people, it is important to examine the full context around these images that shape the deeper meaning students take from curricular encounters. (Contains 2 tables and 1 note.)