ABSTRACT
Chapter 3—“Finding Time to Teach Diverse Women’s Stories”—addresses the constant challenge of teaching social studies: having enough time to teach everything. Yet teachers reprioritize all the time based on current events. We make room all the time, so why don’t we value making room for women: half the population? Women’s rights issues are in the media every single day. This chapter creatively shows how teachers can continue to teach their favorite subjects while including women. It pushes back against additive, pop-up history and heroification of the few women figures who often make history and encourages a more comprehensive approach to women’s history. This chapter pulls us from bi-focal history into a more feminist history phase. Many historians and teachers, in an effort to incorporate more women into their narrative, reverted to a type of trivial history called “pop-up history,” which is damaging as it gives one woman a platform to represent all women and doesn’t explore the diversity of the female perspective and how race, class, sexuality, religion, and many other factors changed the “women’s view.” To break this barrier, Eckert introduces the Eckert Test. The test is a minimum requirement for women’s diversity.
