Teaching the history of women in the United States and their contribution to both society and the political spheres allows students to normalize and celebrate the rightful place of women in realms of power and influence. The youth of America deserve to hear these stories traditionally left untold—the history of fifty percent of our population who are currently a mere sidebar of inclusion drowned in the river of history dominated by male perspectives. History is rich with lessons and role models that form the foundation for progress in our country across gender lines. That progress is limited if only select voices and stories are told.

In the Advanced Placement curriculum, female-identifying students have dominated humanities AP courses, yet their history is not aptly represented. According to a study conducted by the Public Policy Institute of California in 2018, both AP US Government and Politics (“AP Gov”) and AP US History (“APUSH”) students were 55% women. This gender disparity has only grown in recent years. In 2022, the College Board’s annual program report showed that 247,707 women were enrolled in APUSH whereas there were only 205,805 male students, and 160,376 women were enrolled in AP Gov compared to 136,053 men. In both courses female-identifying students out-number male-identifying students by 30,000, nevertheless course content continues to be male-centric. 

It is imperative that women learn their history. As Gerda Lerner, historian and women’s history author, said: “Women’s history is the primary tool for women’s emancipation.” In a participatory research study by the National Women’s Law Center, young women reported a “powerful sense of belonging and an emphasized identity of resilience” when they felt represented in their curricula. Moreover, history curriculum informs social norms and tendencies; in the case of LGBTQIA+ history, GLSEN’s 2021 National School Climate Survey found that LGBTQIA+ students in schools with LGBTQIA+ inclusive curriculum were “less likely to hear homophobic slurs or negative remarks about transgender people often or frequently; feel unsafe because of their sexuality or gender identity; or miss school because they felt unsafe or uncomfortable.” It is pivotal for the well-being and education of students to learn the history of all—therefore making them more aware individuals.

We are currently working to be accepted to the College Board conference in the summer of 2024. We are also looking for 100,000 signatures to gain the attention of the College Board.

Due to the incredibly large amount of information that needs to be covered in AP US History, the class mainly focuses on female reformers like Anne Hutchenson and Lucretia Mott, rather than representing the true scope of women’s beliefs and ideologies throughout history. And thus it is not so easy to simply propose that women’s history be included in an already-existing curriculum. Kelly and Williams, in fact, originally embarked on their journey of female advocacy by lobbying the College Board for the inclusion of women in AP Government’s core curriculum. However, Kelly and Williams later concluded that the role of women was well beyond a few additions to AP US History and turned their efforts toward the development of a stand-alone US Women’s History course that places women at the center of United States history and covers the plethora of powerful, yet overlooked, female contributions to this country’s founding and development.

Women’s History is for all. We are looking to tell the history of a diverse group of women—individuals of all ideologies, races, sexualities, and origins. This course tells the stories of female role models and villains alike—just like AP United States History does.

The course is divided into nine time periods from 1491 to the present day—nine different units of study. Each time period will include different overarching topics and major events, much like the structure of the AP United States History curriculum.

Throughout their studies, students will ascertain a unique understanding of the crucial part women have played in United States history. Students will learn key historical skills such as analyzing primary and secondary sources, as well as contextualizing, comparing, and connecting events in women’s history.