Bibliographic Details
| Title: |
Supporting Social Studies Teachers to Incorporate an Inquiry Lesson on Women in the 1920s. |
| Authors: |
Kenna, Joshua L.1 (AUTHOR) jkenna@utk.edu, Hensley, Matthew2 (AUTHOR), White, Katelyn1 (AUTHOR), Waters, Stewart1 (AUTHOR) |
| Source: |
Clearing House. Jan-Jun2024, Vol. 97 Issue 2, p23-31. 9p. |
| Subject Terms: |
*SOCIAL support, *HISTORY textbooks, *TEACHERS, *SOCIAL sciences education, *GENDER inequality |
| Abstract: |
There is a renewed interest for the use of inquiry in social studies classrooms; though, research has long shown numerous benefits. This lesson seeks to utilize the inquiry method to invigorate the social studies curriculum as well as explore a controversial topic of gender equality in historic representation. Women are often underrepresented in history textbooks and curriculum. Thus, students may examine various females and their role in history; more specifically this lesson aims to explore women from the 1920s to fight the misconception that women quickly earned equal status as men because of their enfranchisement with the passing of the Nineteenth Amendment. [ABSTRACT FROM AUTHOR] |
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