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ERIC Number: EJ765176
Record Type: Journal
Publication Date: 2004-Aug
Pages: 9
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0018-2745
Surveying Gender: Another Look at the Way We Teach United States History
Frederickson, Mary
History Teacher, v37 n4 p476-484 Aug 2004
Many historians agree that the United States survey has been in critical need of a new paradigm for some time, a paradigm in which chronology does not dominate and students can learn about multiple viewpoints and competing historical narratives, one in which gender and multiculturalism are expanded beyond male/female, beyond black/white/ brown. Over the last twenty-five years, scholars and teachers have worked diligently to transform the United States history survey course in order to make the past more relevant and accessible to a broader range of American students. These efforts have included designing new courses, writing new textbooks, and constructing creative ways to test students over the new material. Clearly changes in the United States survey course have been remarkable in many respects. Classes once framed by political and military history, narrowly defined, have given way to courses which openly address the American past in terms of politics, foreign affairs, economic change, and social transformation over 400 years. In addition, United States history textbooks available for college and high school students have changed dramatically in the last twenty-five years. However, while transformations in the United States foundation courses are real, gender figures in most survey courses has not yet actually gone beyond the "add women and stir" recipe for curricular reform. Women make appearances in most survey courses now, but representations of women in these courses remain limited, if not marginal. In this article, the author argues that it is high time for the academia to change metaphors for the way American history has been taught. The author wants to suggest that the academia should replace the metaphorical journey with the past with the metaphor of a web. The author discusses that the computer has started impacting everyone's lives since the 1940s and since then it has transformed everyone's world view. The web is a metaphor that can enable everyone to change paradigms and teach the United States survey in a way in which gender and multiculturalism are expanded beyond male/female, beyond black/white/brown. The author concludes that a web-based approach to the survey promises the much needed paradigm shift everyone has been seeking. (Contains 13 notes.)
Society for History Education. California State University, Long Beach, 1250 Bellflower Blvd, Long Beach, CA 90840-1601. Tel: 562-985-2573; Fax: 562-985-5431; Web site: http://www.thehistoryteacher.org/
Publication Type: Journal Articles; Opinion Papers
Education Level: High Schools; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States