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DOCUMENT RESUME ED 268 060 SO 017 073 TITLE Women's History DOCUMENT RESUME ED 268 060 SO 017 073 TITLE Women's History, Women's Future: A Teacher Resource Guide. INSTITUTION New York State Education Dept., Albany. Div. of Civil Rights and Intercultural Relations. PUB DATE 86 NOTE 14p. PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Elementary Secondary Education; *Females; Learning Activities; *Mathematics; *Sciences; Sex Bias; *Sex Role; *Sex Stereotypes; Teacher Attitudes XDENTIFIERS *Womens History Week ABSTRACT One of a five-part series, this booklet is designed to help teachers identify resources to combat the adverse effects of sex bias and sex-role stereotyping in the existing curriculum. Material is divided into five sections. Followinga foreword, a brief section suggests methods for reducing math avoidance. A third section lists selected noteworthy women in mathematics and science throughout history. A total of 29 classroom activities is provided in section four. A bibliography of teacher resources including books, instructional units, and films concludes the document. (CFR) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * **********************t************************************************ WOMEN'S HISTORY WOMEN'S FUTURE A Moo her PPQ111rOP Or111 g1P U.S. DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC/ XThis document has been reproduced as received from the person or organization originating it U Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this docu- ment do not necessanly represent officialNIE position or policy. "PERMISt:ION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY ROherf rove bly tOR TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." ITt LLUSING The University of the State of New York The State Education Der.::ment Division of Civil Rights and Intercultural Relations Albany, New York 12234 1986 WOMEN'S HISTORY WOMEN'S FUTURE A Teacher Resource Guide The State Education Department does not discriminate on the basis of age, color, religion, creed, disability, marital status, veteran status, national origin, race, or sex in the educational programs and activities which it operates. Inquiries concerning this policy of equal opportunity and affirmative action should be referred to the Department's Affirmative Action Officer, Education Building, Albany, NY 12234. Phone (518) 473-1265. The University of the State of New York The State Education Department Division of Civil Rights and Intercultural Relations Albany, New York 12234 1986 THE UNIVERSITY OF THE STATE OF NEW YORK Regents of The University (with years when terms expire) 1987 MARTIN C. BARELL, Chancellor, B.A., I.A., LL.B., LL.D. ........ Muttontown 1987 R. CARLOS CARBALLADA, Vice Chancellor, B.S,L.H.D., D.Sc..... Rochester 1986 KENNETH B. CLARK, A.B,M.S., Ph.D., LL.D,L.H.D,D.Sc..... Habtings on Hudson 1988 WILLARD A. GENRICH, LL.B., L.H D., LL.D., Litt.D., D.C.S., D.0 L., Sc.D Buffalo , non 1707 1-.1v1L111 1. s_inis rt i II, r t.s....., u..... Rc.,trie 1991 JORGE L. BATISTA, B.A., J.D., LL.D. Bronx 1986 LAURA BRADLEY CHODOS, B.A., M.A.. Vischer Ferry 1991 LOUISE P. MATrEONI, B.A., M.A., Ph.D Bayside 1988 J. EDWARD MEYER, B.A., LL.B., L.H.D. .. Chappaqua 1988 FLOYD S. LINToN, A.B., M.A., M.P A., D.C.L., LL.D Miller Place 1988 SALVATORE J. SCLAFANI, B.S., M.D Staten Island 1989 Mimi LIEBER, B.A., M.A. Manhattan 1992 SHIRLEY C. BROWN, B.A,M A., Ph D. Albany 1990 NORMA GLUCK, B.A,M.S.W., LL.D. Manhattan 1990 THOMAS R. FREY, A.B., LL.B.. Rochester 1990 JAMES W. MCCABE, SR., A B,M.A. Johnson City President of The University and Commissioner of Education GORDON M AMBACH Executive Deputy Commissioner of Education ROBERT J. MAURER Deputy Commissioner for Elementary, Secondary and Continuing Education GERALD L. FREEBORNE Assistant Commissioner for Nonpublic Schools, Civil Rights and Intercultural Relations JOAN ARNOLD Administrator, Division of Civil Rights and Intercultural Relations STERLING S. KEYES 4 FOREWORD Women's History Week, March 2-8, 1986, provides a focal point for encouraging schools and com- munities to expand their awareness throughout the year of the contributions women have made to our society. Knowledge of the richness of our heritage can often expand the perceptions and expectations of students. This expanded expectation often leads to greater achievement. Encouraging students to learn about the contributions of women may lead students, particularly females and minorities, to expand their horizons and to work toward their full potentials. Mathematics education and science edu,ation are receiving considerable attention now because of the requirements of business and industry and modern life. When courses become elective, female and minority students tend to avoid math and science programs more often than nonminority males. Women's History Womens Future has been developed to provide suggestions for reducing math avoid ante behaviors and for expanding awareness of the contributions made by women in math and science areas. This publication also provides suggested classroom activities and a brief list of resources for integrat- ing the study of women's history throughout the curriculum. Integrating the study of women's history into the curriculum is a relatively new task for teachers and schools. Traditional textbooks and curriculum resources, until recently, often overlooked and underval- ued the contributions of women. Women of every race, creed, ethnic background and socioeconomic level have played, and continue to play, a vital role in every aspect of our nation's life. The effort to increase awareness and acknowledge the inspiration of this previously overlooked record of activism is what the study of women's history is all about. Women's HistoryWomens Future is the fifth in a series of Division of Civil Rights and Intercultural Relations resources designed to assist teachers throughout the year with integrating women's history into the curriculum. All five of the publications have been developed to help teachers identify resources to combat the adverse effects of sex bias and sex-role stereotyping in the existing curriculum. This teachers resource guide, as with the previous ones, is selective in its presentation of material and ideas rather than exhaustive of materials and ideas which are available. It is expected that this guide will stimulate inventive ness and creative adaptations for enriching the curriculum. Women's History - Womens Future was developed by Michael J. Moon, Associate in Educational Integration. Technical assistance and teacher training workshops on a wide range of educational equity topics are available from the Division of Civil Rights and Intercultural Relations, Room 471 Education Building Annex, Albany, New York 12234. iii 5 I Page Foreword Iii Reducing Math Avoidance.... .......... ... ...... 1 Selected Women in Math and Science. .. .. ........ ............... .. 2 Suggested Classroom Activities 5 Resources 7 IV REDUCING MATH AVOIDANCE A Nation at ask and other reports have u...cnbed the Teachers can help reduce student math avoidance behaviors plight facing uur ..ountry in meeting increased foreign compe by demonstrating the following positive mathematics teach tition in world markets. National attention has been focused ing practices: on improving mathematics and science education as a 1. Emphasize many correct ways to solve each problem, method of improving the economic security of our country. encourage creativity. To meet this challenge, the Congress, state legislatures and 2. Provide enough time for problem-solving to eliminate state policymaking boards have initiated programs to improve excessive time pressure for reaching a solution. mathematics and science education. The Board of Regents Action Plan to Improve Elementary and Secondary Educa- 3. Use drill assignments on a limited basis. tion Results in New York State includes enhanced math and 4. Assign work to meet individual needs. science requirements for all students. 5. Assign written homework only as needed. Many new programs and initiatives in math and science education will not benefit large portions of our female and 6. Begin each year with testing to determine the extent of review necessary of the previous yee,.'s curriculum. minority students unless math avoidance behavior is reduced or eliminated. Female and minority students tend to avoid 7. Use the textbook as a resource not as the curriculum. mathematics and science programs more often than non- 8. Correlate mathematics with real life situations. minority males. Student math avoidance behavior can even- 9. Use mathematics-related problems, games and puzzles tually lead to tremendously reduced career opportunities be- cause of a lack of necessary math and science competency . as a reward. Therefore, reducing math avoidance behavior, particularly by 10. Use praise and reward for students who meet and ex- female and minority students, is essential for meeting the ceed expectations. growing demand for math and science competency. Teachers should strive to develop creativity in mathemat- Eliminating the causes of student nepltive attitudes to- ics instruction and relate classwork to real life situations. High ward mathematics can benefit all students and improve math- teacher expectations for all students will promote interest and ematics instruction. Children
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