Joseph Wood, Dolley (Payne) Todd Madison, 1817. Oil on canvas. Virginia Historical Society, 1967.14.
Center for Women's History
Major support for the Center for Women's History curriculum was provided by
Lead support for Saving Washington was provided by Joyce B. Cowin and the Robert David Lion Gardiner Foundation. Additional support provided by Susan Klein.
Exhibitions at New-York Historical are made possible by Dr. Agnes Hsu-Tang and Oscar Tang, the Saunders Trust for American History, and the New York State Council on the Arts with the support of Governor Andrew Cuomo and the New York State Legislature.
Women and the American Story: A Curriculum Guide
Women’s history is American history. Too often, though, it is the left-out part, appearing only now and then in familiar profiles and predictable high points. But women, despite legal and cultural barriers, have been actively engaged in every phase of the nation’s history. Some were firebrands, some were intellectuals, and some were ordinary people just going about their lives. Over the last half-century, scholars have brought more and more of their stories into the foreground. The New-York Historical Society’s new Center for Women’s History continues and expands on this essential work. It is the nation’s first permanent public exhibition and educational center dedicated to women’s history.
Women and the American Story is the educators’ companion to the Center for Women’s History, addressing a difficulty that teachers have long encountered in their classrooms: the scarcity of material to bring women’s stories into the mainstream history curriculum. When complete, it will span the full survey of American history, connecting teachers and their students to a trove of resources that can be seamlessly integrated into the U.S. history survey to more accurately represent women’s roles in the nation’s story.
Each of the nine planned units will include an introductory essay; primary images, documents, and artifacts from the New-York Historical Society’s world-renowned collections, as well as other repositories; descriptive text to provide historical context; and life stories—biographical portraits of individuals whose lives cast special light on the topic at hand.
The planned nine units include:
- Native Americans and Early Encounters, 1492–1660
- Colonial and Revolutionary America, 1660–1790
- Saving Washington: The New Republic and Early Reformers, 1790–1860
- Country in Crisis, 1840–1900
- American Expansion, 1804–1900
- Industrialization, 1865–1890
- Modernizing America, 1890–1929
- Great Depression and WWII, 1929–1945
- Growth and Turmoil, 1945–present
The first unit to appear is Unit 3: Saving Washington: The New Republic and Early Reformers, 1790–1860. Launched with the grand opening of the Center for Women’s History in spring 2017, it draws on the inaugural exhibition, also titled Saving Washington, on view from the Center’s opening through July 28, 2017. We will launch two new units approximately every six months until Women and the American Story is complete. The curriculum will continue to evolve thereafter to incorporate the latest research generated by the Center for Women’s History and exhibitions at the New-York Historical Society.
When women’s stories are included in the classroom, students gain a more comprehensive understanding of our collective history. All students, girls in particular, are inspired to engage more deeply with our nation’s past, reflect more knowledgeably on its present, and feel confident about their role in its future.
The Design of the Curriculum
Each unit in Women and the American Story will include subsections, or “modules,” that focus on important time periods and/or themes within the larger unit. For example, Saving Washington includes two modules, the first focused on women as informal yet influential political actors in the early federal period, 1790–1820, and the second on women reformers of the antebellum years.
Each module consists of primary resources that include text, images, and artifacts. In addition, life stories place important themes and developments within the context of individual lives. All of these materials are written for students. Teachers’ materials include background essays and the Classroom Notes, which provide suggested activities and discussion questions.
The units are designed for maximum flexibility in the classroom. They have been assembled to explore each topic in some depth, but materials can be used individually, or combined to address your specific teaching needs. Please feel free to make use of the items in this curriculum in whatever way works best for your classroom.