Women's History Guides

High School

1)  Oral History Programming
One month

Students will learn about women’s history and state/U.S. history in relation to women’s history.

The student will be able to:

  1. Research family history as it relates to women’s history in his/her family.
  2. Demonstrate and develop interview/questioning skills, research skills, and writing skills.
  3. Research artifacts to illustrate the unconventional methodology that historians use when researching social history.
  4. Demonstrate and develop their ability to communicate information orally (Oral presentation).
  5. Demonstrate and develop their knowledge of women’s history.


  1. Students should create their own questions and interview a woman or guardian from their family.
  2. Students’ questioning and research should incorporate eras (Depression, WWII, Baby Boomer, Counter-Culture, etc.) of history as it relates to the interviewee and interview questioning should also include date of birth and place of birth.
  3. Student should ask interviewee how women’s rights in their state and the nation has changed and impacted them personally; the information gathered should be incorporated into the oral history as it relates to United States, region, state, and local history.
  4. The instructor may choose to allow the student to turn in a paper or present the research orally (PowerPoint optional).
  5. Student should be encouraged to use artifacts as beneficial resources of inherent and associated information as well as providing depth to their overall research or presentation.


2)  Short Essay Programming

Several class periods or one week.

To explore the basic forms of women’s history as it relates to the nation, region, state and local community.

The student will be able to:

  1. Work effectively in a groups setting.
  2. Use information from others to develop comparative theories.
  3. Develop writing/essay skills for college.


  1. Students may work individually or in pairs/small groups.
  2. Students will write a short essay, length to be determined by the instructor.
  3. The essay will be comparative, it will explore the difference in generations (such as the difference in their generation and the generations of their grandmothers) and how women’s history has changed between those generations.
  4. Student will submit their final product for grading.

Format for NWHM educational programming: http://www.ualr.edu/~arwomen/education.htm
Guides developed by NWHM Spring 2006 Intern Reagan Bussells