I believe that the achievements of women are best taught throughout the curriculum not just as a special add on during one particular month. In keeping with the idea that women are an integral part of history, SCORE H-SS has integrated lessons and resources, all through the database, related to the lives and achievements of women. Notwithstanding, March is the traditional time when many classes focus special attention on the place of women in history. To support that effort we feature some of these lessons on this special page for classes wishing to highlight women during March. Enjoy these lessons but if you find something else that is worth sharing, please submit it to us for the SCORE H-SS database by emailing me peg_hill@sbcss.k12.ca.us.

Peg Hill, Director
SCORE H-SS

General Resources

National Women's History Month 2007 Theme
http://www.nwhp.org/whm/index.php
The 2007 theme, "Generations of Women Moving History Forward” presents special opportunities to highlight some critically important historic events, including the 50th anniversary of the integration of Central High School in Little Rock, Arkansas, and the 30th anniversary of the National Women’s Conference in Houston, Texas.

American Women's History: A Research Guide
http://www.mtsu.edu/~kmiddlet/history/women/wh-intro.html
Developed by Ken Middleton, reference librarian at Middle Tennessee State University Library, this resource has a huge collection of digitized resources for research into Women’s history in the United States. Included are more than 1200 links to Internet sources and 500 links to digital collections of primary sources organized into 75 subfields for easy access.

Primary Sources on Women in World History
http://www.fordham.edu/halsall/women/womensbook.html
If you think there are no solid primary sources about the role of women in history until recent years, look again. Halsall has created an incredible index featuring the voices of women drawn from his noted primary source internet sets called Ancient History Sourcebook | Medieval Sourcebook | Modern History Sourcebook.

Honor Role of Notable Women
http://teacher.scholastic.com/activities/women/notable.htm
Explore this alphabetical list of 30 women's biographies developed by Scholastic. Your class may want to join kids nationwide in creating an Honor Roll of Notable Women.

100 Most Important Women in World History
http://womenshistory.about.com/library/weekly/bl990610a.htm
In this About.com site, professor Jane Johnson has selected one hundred women and classified them by area of focus including: Heads of State; Politics; Inventors and Scientists; Women’s Rights; Medicine and Nursing; Social Reforms; and Writers.

National Women’s History Museum
http://www.nmwh.org/home/home.html
Currently a Cyber-Museum with a plan to build in Washington D.C., this site has virtual exhibits on Women in the Olympics, and Motherhood, Social Service and Political Reform.

Senator Barbara Boxer’s Women’s History Month Webpage
http://boxer.senate.gov/whm/index.cfm
Senator Boxer’s page has a timeline of women’s history in America since 1700 and links to profiles on Women in Congress. She also includes a brief biographical sketch of ten extraordinary women in American history.

Lessons from the SCORE H-SS Database Aligned to California Standards


American History

Women in the American Revolution
http://rims.k12.ca.us/score_lessons/women_american_revolution/
Everyone's heard of Paul Revere, George Washington, Benedict Arnold, and Peyton Randolph, but who knows about Molly Pitcher, Penelope Barker, Esther Reed, or Patience Wright? Well, if you don't know about them, you've come to the right place. Standards 3.3.6 and 5.6.3.

Work, Lyddie! Work!
http://score.rims.k12.ca.us/activity/lyddie/
This is a chance for you to find out what it was like to have to work instead of having the chance to go to school. Analyze primary source documents about early factory labor (young women mill workers during the period 1840-1860) showing their hours of labor, ages, reasons for working, and factory conditions. Then read a historical novel about the time, Lyddie by Katherine Paterson. Standards 8.6.1 and 8.12.4

World of Barilla Taylor: Bringing History to Life through Primary Sources
http://www.oah.org/pubs/magazine/women/stearns.htm
Integral to Lowell’s early industrial success was a labor force comprised mostly of young women from rural New England. These women challenged prescribed gender roles, called into question previously held assumptions about women’s role and status in American society. Through her letters, explore the life and dreams of one of these women, Barilla Taylor. Standard 8.6.1

Antebellum Temperance and Abolition Movements
http://www.oah.org/pubs/teachingunits/women/lesson3.pdf [PDF]
This unit examines how the industrial revolution and the abolition movement led to changes in women's roles both within and outside the home. Use handbills, songs, and resolutions from abolitionist and women's rights conventions to understand the experiences women faced in laboring to achieve equal status in antebellum American society.

Link to http://www.oah.org/pubs/teachingunits/women/intro.pdf [PDF] and print off background information. You will need Acrobat Reader but no Internet connection for this lesson. Standards 8.9.1 and 11.10.7

Harriet Tubman and the Underground Railroad
http://www2.lhric.org/pocantico/tubman/tubman.html
Mrs. Taverna's second grade class at Pocantico Hills School in Sleepy Hollow, New York show examples of character sketches, timelines and poems that they have written. Respond to their invitation to email your comments or examples of your writing about Harriet Tubman to them. Standard 2.5

Harriet Tubman Integrated Unit
http://artsedge.kennedy-center.org/content/2411/
Explore the life and accomplishments of Harriet Tubman through history, visual arts, and music. First, locate information about Harriet Tubman and use the information to write a report about her. Illustrate a scene from the life of Harriet Tubman, imitating the style of Jacob Lawrence. Listen to and sing some spirituals identifying the characteristics of spirituals, their religious meaning and syncopated rhythm. Then listen to a song about Harriet Tubman and use movements to express the words and music. Standard 8.9.1

Not Just a Man's War
http://score.rims.k12.ca.us/activity/manswar/index.html
Step into the experiences of women during the Civil War. You play the character of a young woman in 1862 who has only recently left your girlhood home to join the war effort for your side in the Civil War or War Between the States. You will be writing letters to one person in your family...a grandparent, parent, husband, brother or sister to share your concerns. Standard 8.10.7

Petition of Amelia Bloomer Regarding Suffrage
http://www.archives.gov/education/lessons/bloomer/
Read a copy of the petition Amelia Bloomer wrote to Congress and a biographical entry for Bloomer such as the one in Notable American Women. Write an epitaph for Amelia Jenks Bloomer. The epitaph should capture Bloomer's role as a reformer of American political culture. Standards 8.6.6 and 11.10.7

Seneca Falls Convention:
Teaching about the Rights of Women and the Heritage of the Declaration of Independence.

http://www.ericdigests.org/2002-1/women.html
Analyze the Seneca Falls Declaration of Sentiments. List the grievances of women in 1848. Write a letter to a suffragist explaining how times have changed in society since the 19th century. Standards 8.6.6 and 11.10.7

Trial of Susan B. Anthony
http://www.law.umkc.edu/faculty/projects/ftrials/anthony/sbahome.html
In 1873 Susan B. Anthony was arrested for the "crime" of voting for president. How would you use the Constitution to defend her? Standards 8.6.6, 11.10.7, and 12.2.1

Woman Suffrage and the 19th Amendment
http://www.archives.gov/education/lessons/woman-suffrage/
Beginning in the mid-19th century, several generations of women's suffrage supporters lectured, wrote, marched, lobbied, and practiced civil disobedience to achieve what many Americans considered a radical change in the Constitution. Militant suffragists used tactics such as parades, silent vigils, and hunger strikes. These records of the National Archives and Records Administration reveal much of this struggle. Standards 8.6.6 and 11.10.7

First Lady of the World: Eleanor Roosevelt at Val-Kill
http://www.cr.nps.gov/nr/twhp/wwwlps/lessons/26roosevelt/26roosevelt.htm
Explore the non public life of Eleanor Roosevelt, sometimes called America's Ambassador to the world. At her home in Val-Kill New York, Eleanor met informally with many of the world's leaders and worked on such projects as the UN Declaration of Human Rights. Standard 11.9.1

The M'Clintock House: A Home to the Women's Rights Movement
http://www.cr.nps.gov/NR/TWHP/wwwlps/lessons/76mclintock/76mclintock.htm
Learn about women’s achievements in U.S. history by studying Historic Places. The M'Clintock House came to occupy a prominent place in American history because of the people who lived inside its walls and in the surrounding community. On July 16, 1848, five women, including Elizabeth Cady Stanton and Lucretia Mott, met here to draft what they called the "Declaration of Sentiments" the formative document of the Women's Suffrage Movement. Standards 8.6.6, and 11.10.7


Two American Entrepreneurs: Madam C.J. Walker and J.C. Penney
http://www.cr.nps.gov/NR/twhp/wwwlps/lessons/walker/walker.htm
The workplaces shown here reveal a good deal about the philosophies and interests of two successful early 20th-century business people who stuck by their principles as they pursued their dreams: Madam C.J. Walker and James Cash Penney.

Madam C.J. Walker (1867-1919) developed, manufactured, and sold formulas for hair care and other beauty products for African-American women. At a busy intersection in the bustling city of Indianapolis, Indiana, stands the Walker Building headquarters of the Madam C. J. Walker Manufacturing Company, a business which employed some 3,000 African-American women and men to manufacture and sell hair products and cosmetics.

A thousand miles to the west, in the small town of Kemmerer in western Wyoming, stands a small building that represents the early days of another successful career. This building housed the Golden Rule Store, a dry goods business that grew into the J. C. Penney Company, the first nationwide chain of department stores in the country. Standards 8.12.4 and 11.2.6



World History


Ancient Tablets, Ancient Graves: Assessing Women's Lives in Mesopotamia
http://www.womeninworldhistory.com/lesson2.html
Using excerpts from ancient cuneiform tablets Lynn Reese, Director of the Women in World History Project, asks students to evaluate the quality and the characteristics of women's lives in Ancient Mesopotamia. The information literacy skills taught in this lesson are interpreting and evaluating primary source documents. Standard 6.2 general

An Open Letter from the Young Women of Sparta
http://www.womeninworldhistory.com/lesson12.html
After reading this open letter discuss the difference between an "open letter" and a "personal letter?"; why young Sparta women might have felt they needed to write a letter to the young Athenian women; and in what ways the lives of women in Sparta and Athens were similar and different. Standard 6.4.6

Documenting Women's Lives-Anglo Saxon England
http://www.womeninworldhistory.com/lesson13.html
These documents, sayings and parts of poems give clues to how women lived in England during the early Middle Ages. Read them aloud in class and discuss what they mean and complete the analytical questions. Standard 7.6.3

Female Fury in the Forum: Ancient Rome, 195 and 42 B.C.
http://www.womeninworldhistory.com/lesson10.html
During the years of the Roman Republic, women had no political rights. They were not allowed to vote, directly address the Senate, nor mill about in the forum. Respectable women who spent time in public places were frowned upon. Nonetheless, there were times when women used the power of public protest to get what they wanted. One was the demonstration of women against the Oppian Law. Another was Hortensia's speech to the forum. Hold a mock session of the Roman Senate to debate issues of women's rights. Standard 6.7.2

Confucius Says
http://www.womeninworldhistory.com/lesson3.html
Students read sayings by Confucius and examine the consequences of Confucian ideas about women on the cultures of China, Japan, Korea, and Vietnam. Standard 6.6.3, 6.6.4, 7.3.3

Plight of Women's Work in the Early Industrial Revolution in England and Wales
http://www.womeninworldhistory.com/lesson7.html
Explore the life and problems of women in factories, mines and sweatshops in the early Industrial Revolution through examining primary documents and pictures and answering questions. Standard 10.3.4

Assessing Women's Past Through Art Analysis
http://www.womeninworldhistory.com/lesson9.html
Practice your skill as a historian by examining art from various time periods. Examine the pictures provided here and answer these questions for each one: What is happening in the image? What civilization might it come from? Approximately what time period was it made? What snippet of information can be deduced about the role of women in the society from which it comes? After studying a period, write a story recreating the life of someone who was represented in one of the pictures.

General Lesson Resources

Women’s History Month Activities
http://www.galegroup.com/free_resources/whm/activities/index.htm
Here are fifteen online activities from Thomson Gale's Celebrating Women's History: A Women's History Month Resource Book. The activities are organized around topics such as health, journalism, law, and religion. Also included on the site is a collection of biographies and a timeline.