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American Women, American Citizens: 1920-1948
NEH Summer Institute for K-12 Educators at New-York Historical
July 13–July 24, 2020; January 16-Januay 18, 2021
What did it mean to be an active American citizen from the 1920s to 1940s? The New-York Historical Society’s American Women, American Citizens: 1920-1948 NEH Summer Institute for K-12 Educators considers this question in depth.
The early 20th century was a turning point in American history. Economic extremes, wartime mobilization, and growing federal regulations permeated daily life and left lasting impacts on the nation. Meanwhile, the passage of the 19th Amendment in 1920 expanded the electorate by granting women the right to vote. In the midst of a fraught economic, political, and social climate, women fought to activate their citizenship and exercise their newly gained rights. This institute highlights a diverse range of women—across race, ethnicity, economic status, and geography—and explores the many ways they strove to legitimize their new place in American society in the face of policies and a culture that continued to limit their roles.
American Women, American Citizens: 1920-1948 consists of two intensives: a two-week Institute and a follow-up three-day workshop. The two-week July Institute was held remotely. Asynchronous and synchronous learning sessions brought a cohort of 30 teachers from across the country together to engage in the important work of bringing more women’s narratives into the social studies classroom. Led by project co-directors Leslie Hayes, New-York Historical Society Director of Education, and Nick Juravich, Assistant Professor of History and Labor Studies at UMass Boston, participants engaged in lively discussions with 13 renowned historians and workshopped classroom-ready strategies for weaving women’s histories into the curriculum.
The three-day workshop portion of this Institute will take place from January 16-January 18, 2021. The 30 participating teachers will come together to participate in additional lectures and pedagogy sessions and share strategies for how they have incorporated materials from the Institute into their first semester of teaching since the program.
Any views, findings, conclusions, or recommendations expressed in this program do not necessarily represent those of the National Endowment for the Humanities.