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A few years ago, I began to notice that the people I taught about in my World History classes were, more often than not, European men.

When women were included in the state curriculum, they felt like token inclusions who were often related to men and discussed in proximity to them; not as independent actors. They were often queens or empresses, and only a few women of “normal” status made our lessons. I began the work of analyzing my World History lessons to make them more inclusive and diverse. I found that by including women with different backgrounds, fields, and from different parts of the world, I could provide students with role models they could identify with, and remind male students that women are capable of greatness too.

Here’s some additional good news: we don’t need to carve out a single month, special lesson, or unit, to incorporate women into our lessons. First, when planning, I ensure that I include women next to their male colleagues in all my materials. Then, when executing the lessons, I tell these women’s stories in as well-rounded a way as possible because it’s not just who we teach about— it’s how we approach their story that can give it power.

For example, when I teach about Cleopatra, I don’t just talk about her in relation to Julius Caesar or Marc Antony— I spend time discussing how she was a linguist, and the first Greek of the Ptolemaic line ruling Egypt who learned to speak Egyptian; she was a scholar and a woman who understood her people. When I teach about women like the Empress Josephine or Marie Antoinette, I discuss their emotions, letters, relationships, and struggles in unhappy marriages.

In all narratives that we share, male and female alike, we have the opportunity to humanize history, to make people on pages relatable by talking about their emotions, their mental health, and their experiences. When we bring them to life for students, we draw students into history.

I polled my students, past and present, to ask them which figures they remember most, and I have included some of their favorites as well my own. Here are 10 amazing women you should know and share, from the 300s CE to the 1900s CE:

1. Hypatia (c. 370 CE – March 415 CE) – Ancient Rome

Hypatia of Alexandria was a philosopher, mathematician, and teacher, born in Alexandria, Egypt around 370 CE, just before Christianity became the official religion of the Roman Empire. She was the daughter of a mathematician who taught her math and astronomy, and trained her in Neo-Platonic philosophy. She joined her father as a teacher at the University of Alexandria, and was a beloved teacher who fostered an open environment, teaching pagans, Jews, and Christians.

Both her presence as a female teacher and her insistence on an accepting classroom in an increasingly hostile religious atmosphere of early Christian Rome made her courses unusual and that much more coveted. She was widely known for her love of learning and expertise, but in 415 CE, due to her high profile and power as a non-Christian woman, she was targeted by a mob of Christian monks who killed her in the streets. They then also burned the University of Alexandria, forcing the artists, philosophers, and intellectuals to flee the city. Hypatia’s life models open-mindedness, generosity, and a love of learning, and her death is often discussed as a watershed turning point in the Classical world.

Topics you can connect her to in history include the connections between Roman and Greek philosophy, and the rise of Christianity in the Roman Empire. Students have loved learning about a woman who taught in such an open-minded way, and learning she is one of my role models too.

 2. Empress Theodora (c. 497 – c. 548) – The Byzantine Empire

The Byzantine Empress Theodora was born into a circus family in Constantinople, just after the fall of the Western Roman Empire. Her father likely worked as a bear trainer in the Hippodrome, and a young Theodora, it was said, took work as an actress and dancer. The Byzantine Emperor Justinian encountered her one day and, taken by her beauty, determined to marry her. However, because she was a commoner and had a bit of a reputation, special laws had to be passed in order for them to marry.

Though she never technically co-ruled the empire with Justinian, she had significant influence and power, and was a trusted advisor who promoted religious and social policies, many of which benefited women. Some of which included altering divorce laws and prohibiting the traffic of young women. Her name was listed in nearly all laws passed, she had regular communication with other foreign rulers, and received foreign envoys. Empress Theodora is credited with helping stabilize Justinian’s power after she urged him to stand his ground during the Nika revolt of 532 CE.

Topics you can connect her to in history include the Byzantine Empire, naturally, and students have told me they love her backstory and how she fought for women’s rights. They also enjoy how she pushed Justinian to make him a better ruler.

3. Sappho of Lesbos (c. 620 – c. 570 BCE) – Ancient Greece

Sappho of Lesbos was a lyric poet of Ancient Greece who was so famous during her life that statues were created in her honor. She was praised by Plato and other Greek writers, and her peers referred to her as the “Tenth Muse” and “The Poetess.” Very few fragments of her work survived because she wrote in a very specific dialect, Aeolic Greek, which was difficult for later Latin writers to translate.

Her poetry was lyric poetry – to be accompanied by the lyre – and was sung frequently at the parties of high-ranking Greeks. She wrote about passion, loss, and deep human emotions. Some of her surviving poems imply she may have had romantic relationships with women, and thus from her name we get the etymology of “lesbians” and “sapphic.”

Topics you can connect her to in history include the ancient Greeks and Greek philosophy and art. Every year, I have female students who have told me that they valued her inclusion because it was the first time they had heard about an LGBTQ+ person in their history class, and the representation meant so much to them.

4. Margery Kempe (c. 1373 – c. 1440 CE) – Middle Ages Europe

Margery Kempe was an English mystic and traveler, and is also the author of the first autobiography in the English language. She was the mother to 14 children. After her first child was born, Margery had a traumatic postpartum experience of a form of psychosis; for months she was catatonic, experiencing visions, and was tied to her bed for her own safety. For the rest of her life she would experience these visions, and later on she would leave her family and travel on pilgrimages to Spain, Jerusalem, Rome, and Germany.

Margery was known to weep loudly at various shrines and this behavior did not endear her to leaders in the church. She also insisted on wearing white like a nun, seeking specific permission to do so. She narrated her life and travels upon her return to two clerks who wrote it down on her behalf, so it is a unique book in that it shares her very specific life experiences in her own voice. Margery is a conflicting person to teach about because of her mysticism: do we discuss her experiences and travels through the lens of religion, or mental health? Historians often opt for both, as we seek to understand her contributions and life.

Topics you can connect her to in history include Christianity, the Middle Ages in Europe, and travel narratives like those of Marco Polo and Ibn Battuta. My students remember Margery fondly, and she makes their list of favorites consistently. They like how we talk about her through the lens of mental health and that she pursued what she believed despite naysayers.

5. Njinga of Ndongo and Matamba (c. 1581 – c. 1663 CE) – Post-Classical Africa

Njinga Mbandi was a warrior queen of modern Angola. She was born to a concubine of the king of Ndongo and as a daughter, it was unlikely she would take the throne, so her father allowed her to attend many of his important meetings and negotiations, and also allowed her to be trained as a warrior and educated fully. When her half-brother took the throne after their father’s death, he had her infant son killed and Njinga fled to nearby Matamba, but returned when her brother begged her to negotiate on behalf of her people with the rapidly encroaching Portuguese. Njinga did so successfully, due to her notably diplomatic skills and her insistence on respect from the Portuguese, going so far as to refuse to sit lower than them during the negotiations. She won significant concessions from the Portuguese.

When her brother died, Njinga took the throne; at various points during her reign, Njinga was deposed, regained power, lost territory, and gained it. She struggled against the Portuguese to maintain her peoples’ independence. Ultimately, when Njinga died at the age of 81, she left behind a stable kingdom that would be led by women for the majority of the next 100 years. While Ndongo was eventually taken by the Portuguese, Matamba maintained its independence through the 1900s.

Topics you can connect her to in history include Africa and the age of European exploration, as well as African resistance to Europeans. I think it’s important that we show examples of successful resistance and a powerful legacy.

6. Artemisia Gentileschi (c. 1593 – c. 1654) – Renaissance Europe

Artemisia Gentileschi was born in Rome to a gifted painter. Her father trained her to paint and even hired a tutor for her; ultimately this ended in tragedy, as the tutor raped Artemisia. There was a horrific trial and Artemisia was tortured with thumbscrews for “the truth.” Artemisia left for Florence, had a family, and was the first woman to gain membership to the Academy of the Arts of Drawing. She went back to paint in Rome for a time, as well as London where she painted in the court of Charles I, and then settled in Naples.

While in Florence, she painted for Michelangelo the Younger in the Casa Buonoratti, and was paid more than her male peers for her time and efforts. Artemisia’s work is profound, passionate, unabashed, and reclaims the space of women in the stories told about them. She makes women her focal points, her heroines, and paints them in positions of strength, and often revenge.

A topic you can connect her to in history is of course the Renaissance. Artemisia has stuck for many of my female students who have experienced sexual assault or harassment. They have expressed to me that they are inspired by her strength and find solace in her paintings. One of my students even went on to do her senior capstone all about Artemisia, two years after taking my class.

7. Malintzin/Malinche/Doña Marina (c. 1500 – c. 1550) – Colonial Americas

Born to a local chieftain in Central America and a mother whose family ruled a nearby village, Malintzin (or Malinali, or Malinche) was of high rank on both sides of her family. When her father died and her mother remarried, she was secretly sold into slavery so her brother would inherit the land that was her birthright. Malintzin was sold to several tribes, and over the course of her life would learn to speak Maya, Nahuatl, and later Spanish.

She was eventually given to Hernán Cortés and his men in 1519, and upon realizing her skill as a translator, Cortes came to rely on her. Malinztin was baptised as Doña Marina, and traveled with the Spanish for the next few years as they battled or negotiated with various Indigenous groups in the Aztec Empire. She provided cultural context and insight as well as communication skills. Without her, Spanish success in the region would have been difficult to achieve. By 1521, Cortes had conquered the Aztecs and needed her to help him govern. She was given several pieces of land around Mexico City as a reward.

Topics you can connect her to in history include Spanish conquest of the Americas and Indigenous peoples of the Americas. We talk about her complicated legacy as she is viewed by some as a traitor to her people, and to others as a woman who was enslaved and did the best she could to survive in difficult circumstances. My students typically find her a fascinating and sympathetic figure, a woman who did all she could to survive and thrive in adversity.

8. Olympe de Gouges (May 7, 1748 – November 3, 1793) – Enlightenment Europe

Olympe de Gouges, born Marie Gouze, was a political activist and writer during the French Revolution. Married off against her will at the young age of 16, she renamed herself Olympe de Gouges after her husband’s death and moved to Paris. She pursued her education there and rose to a high status in Parisian society. She would host salons for thinkers of the time and would write poetry, plays, and political pamphlets. De Gouges was a pacifist, an abolitionist, and wanted an end to the death penalty. She wanted a tax plan that allowed wealth to be spread more evenly, with welfare for the less fortunate and protections for women and children.

De Gouges was in favor of the French Revolution, but when the Revolution failed to provide the equality it claimed it would, she grew critical. The Revolution was in many ways built on the backs of women: women were some of the first to march against the king and take up arms and they served on the front lines of France’s battles against other European powers. Yet women were not being provided the true “egalite” promised in terms of rights as citizens.

De Gouges wrote her most famous work in response to this, “The Declaration of the Rights of Women” (1791). It was a direct play on The Declaration of the Rights of Man and the Citizen that was part of the first French Constitution. She became increasingly vocal, and in 1793 she was arrested by the revolutionary government and guillotined.

Topics you can connect with Olympe de Gouges, as well as Mary Wollstonecraft, include Enlightenment writers and the Age of Revolutions; it is unfair for Voltaire and Montesquieu to get all the limelight! Her ideas resonate for my students as being very modern, and they appreciate that she never backed down from her convictions and is a model of courage.

9. Manuela Sáenz (December 27, 1797–November 23, 1856) – Revolutionary Americas

Manuela Sáenz is the illegitimate daughter of a Spanish military officer and an Ecuadorian noblewoman. Her childhood included a traditional education in a convent, as well as learning how to ride and shoot. When she was 17,  her father arranged her marriage to an English doctor who was nearly twice her age, James Thorne. She moved with him to Lima, Peru, where she was connected with revolutionaries who were interested in overthrowing the Spanish in Latin America.

She returned to Quito, Ecuador in 1822, and met the revolutionary leader Simón Bolívar. They fell in love and would occasionally live together and go on campaign together. Manuela would go into battle with Bolívar in the cavalry, and was promoted from captain to colonel; she even saved Bolívar from assassination at least twice. She was also given the Order of the Sun, the highest military honor in the revolutionary government. Upon Bolívar’s exile and death in 1830, Manuela had no resources and lived the rest of her life in a small coastal village in Peru, making money by writing letters for sailors, including Herman Melville. She died in a diphtheria outbreak and was buried in a mass grave. Her role in Latin America’s independence has only recently been recognized, and she was granted an Honorary General title in Ecuador in 2007.

Topics you can connect her to in history include Latin American revolutions and the Enlightenment. My students find her time as a soldier and spy endlessly interesting! I enjoy including women, particularly in this period, who went into battle, such as the women of France who fought in the revolutionary wars. I have female JROTC students who like knowing they are part of a long tradition.

10. Lyudmila Pavlichenko (July 12, 1916 – October 27, 1974) – World War II

Lyudmila Pavlichenko was born in Ukraine and was one of the best snipers in history. She pursued sharp shooting when in school and  fought for the Red Army of the Soviet Union during World War II as a trained sniper. She soon began to rack up an impressive tally of kills, reaching 309 in just a few months on the frontline.

The German soldiers knew her by name, and she would engage in some of the most dangerous fighting, sniper seeking sniper. She was wounded four times in battle, and in 1942 she took shrapnel in her face.

She was sent to the United States to tour and drum up American support for the war effort, as the USSR and USA were allies at the time and the USSR depended on continued American engagement. She was often frustrated when asked by American journalists about issues around makeup, clothing, or hair. Finally, she spoke during a tour and said “Gentlemen. I am 25-years-old and I have killed 309 fascist occupants by now. Don’t you think, gentlemen, that you have been hiding behind my back for too long?” This was greeted by a roar of applause.

She got to know Eleanor Roosevelt during this tour and they became good friends. Upon her return to the USSR, Pavlichenko was promoted to major, awarded the Gold Star of the Hero of the Soviet Union, and received the Order of Lenin twice. She continued training other Soviet snipers, and then when the war ended, finished her education at Kiev University and became a historian and research assistant for the Soviet Navy.

Topics you can connect her to in history include World War II and the Cold War. Students adore her story: they find her sass, grit, and action movie skills endlessly fascinating.

ABOUT THE AUTHOR

Caitlin Tripp is a teacher and curriculum writer for Atlanta Public Schools. Born and raised in West Africa and Latin America, she loves to travel and learn more about the places she visits. She is passionate about women’s history, and in her free time enjoys snuggling up to a history documentary with her husband and their two cats.

Caitlin Tripp originally shared how to incorporate women into history lessons in her Educator Talk submitted through the TED Masterclass for Education program. To learn more about how TED Masterclass for Education inspires educators to develop their ideas into TED-style Talks, visit https://masterclass.ted.com/educator

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If someone forgets your birthday or can’t remember your name, it’s easy to set things right. However, what happens when someone doesn’t include you in your own story? How do you right that wrong?

Throughout history, half the population has been more than ignored by historians: they’ve been erased. Without the tireless organizing work of Ella Baker, would we know Dr. Martin Luther King Jr.? You might know the name of Linda Brown from Brown v. Board of Education in 1954, but have you heard of Mamie Tape, a Chinese immigrant who fought for equal education opportunities for her children in 1885? Or Sylvia Mendez who challenged California education segregation in the 1940s?

In my third year of teaching, I had a class of curious students who didn’t see any value in hearing these stories or hearing of women’s history in general. I asked them to complete this sentence: “Women’s role in the West was…” and they answered with, “unimportant,” “left out,” and “to stay home to cook and clean.” We looked at our textbook and based on the photos there, they were right. I saw women as caregivers only, while men were busy taking action.

So I devised a game-changing activity with my students. The activity creates an experience for students to feel personally erased from the story in order to empower them to listen to more voices. What I did was simple but illuminating, and anyone can do it.

The activity

The idea behind this activity is to give students a sense of what is lost when we tell a story from just one point of view. In this case, the story being told is about them. I write a “textbook chapter” about middle school in the 2020s.  The twist is that the chapter is written using only girls as examples. The narrative and all the photos feature girls, with the occasional boy in the background. I include one boy as a “key term” as well.  As we read through the section, this manufactured oversight is always sure to spark great conversations.

The process

1. I created a survey about the middle school experience, asking students about their favorite classes, teachers, memories, etc., using Google Forms.

2. I created a template in Google Slides that looks like a textbook section. You can use a screenshot of your textbook with boxes covering the text.

3. Every year I make minor adjustments to the text to reflect the current students. Their favorite field trips and experiences are included, and I feature “class leaders” in the vocabulary list.

4. Print the class a set of copies.

5. At the beginning of class, I tell them that I want to get their feedback on a textbook section I’m writing about middle school in the 21st century.

6. Everyone studies the textbook section carefully, looking for their friends and themselves.

7. As the boys in class realize they’ve been left out of the story or relegated to the sidebar, we discuss how this happens in history:

a. How does it feel to be left out?

b. How does it feel when I say, “I already know about one boy. I don’t need to know about you.”

c. How would it feel to be half the population, but you are left out of the story for centuries?

d. How much more invisible would you feel if your identity wasn’t just a “woman” but an immigrant, a woman of color?

8. As a follow-up, we count the photos in our textbook and analyze how women are portrayed and how often they are included. We also examine intersectional identities: where are women of color? Where are indigenous people? Where are people with disabilities?

The result

After completing the activity, we revisited the sentence, “Women’s role in the West was…” This time they wrote that women were vital, courageous, strong, fighters, essential, independent, brave, curious, and fierce. My student Nick explained, “women make up half of the population and leaving them out would be like leaving out half of the story… Many women were agents of change.” And Yasmina wrote, “without them it’s just a big gap in history.” Now, my students better understand the injustice of being written out of history, and during Women’s History Month we celebrate the stories of the women who have been erased.

Try it yourself

So how can you recreate this transformative experience? With elementary-age children, a picture book about the class could stand-in for the textbook. The key with this activity is to allow adults or students to discover the erasure on their own. Inquiry opens up our minds to be curious about possibilities. Experiencing being left out, or being featured as the main characters in a story, empowers children to take action. At the close of the activity, be intentional about the value of empathy. Our goal is to intentionally inspire inquiry, not injury. Once you’ve trained children to look for who is missing, they will want to investigate and tell those stories. Help them turn up the volume on the voices that have been silenced.

ABOUT THE AUTHOR

Before entering the classroom, Erin McCarthy captivated students on museum field trips through dance, play, art, and storytelling. For the past nine years, she’s worked to bring the same joy of inquiry and curiosity to middle school students as an 8th-grade social studies teacher in the suburbs of Milwaukee. In 2020, McCarthy was named the Wisconsin Teacher of the Year because she’s made it her mission to ensure every child sees diverse heroes, leaders, activists, and innovators reflected in America’s story. Curiosity, open-mindedness, and asking questions are the key to success in her class, and McCarthy never stops challenging students to look at the world from a new perspective. Middle school kids want to change the world and end injustice, and this is why she loves middle school.

Erin McCarthy originally shared this activity in her Educator Talk submitted through the TED Masterclass for Education program. To learn more about how TED Masterclass for Education inspires educators to develop their ideas into TED-style Talks, visit https://masterclass.ted.com/educator

Theoretical physicist (and TED Fellow) Shohini Ghose has two great passions: physics, and advocating for gender equity in the sciences. “There are still relatively few women in physics — and the higher up the ladder in academia or industry you go, the fewer women you find,” says Ghose. “Yet the laws of physics themselves are gender neutral, and the beauty of the universe is equally accessible to everyone. So why so few women, and how can we change that?” Below, Ghose shares five of her favorite facts about women and their contribution to physics.

1. Marie Curie is the only person to have won Nobel Prizes in two different scientific disciplines. First, Marie Skłodowska Curie won in 1903 for her studies of radioactivity. She shared the prize with her husband, Pierre Curie, and with the other discoverer of radioactivity, Henri Bequerel. Originally, the Nobel committee had only selected Pierre Curie — but he refused to accept the prize without proper acknowledgement of Marie’s contribution. Then in 1911, Marie Curie won the Nobel Prize in chemistry for her discovery and studies of radium and polonium.

2. Before 2018, only two women had ever won the Nobel Prize in physics. Maria Goeppert Mayer won the Nobel Prize in 1963 for her model of the structure of the atomic nucleus. Goeppert Mayer faced a great deal of gender bias in her career: she had to work in unpaid positions at Columbia University and University of Chicago, where her husband was employed. (In 2018, Donna Strickland shared the Nobel with two other winners, bringing the total to three.)

3. Austrian physicist Lise Meitner first developed the theory explaining the process of nuclear fission. However, she was overlooked by the Nobel Committee, who instead awarded Meitner’s colleague Otto Hahn the prize in 1944. Meitner came to be known as the “mother of the atom bomb,” although she refused to work on the Manhattan Project after fleeing Nazi Germany. Element 109 is called meitnerium in her honor.

4. Albert Einstein called German mathematician Emmy Noether a creative mathematical genius. Noether’s Theorem is a fundamental idea on which much of modern physics is built. Published in 1918, her theorem states that if an object has symmetry — i.e., if it looks the same regardless of changing locations or times — then this leads to conservation laws in nature. Says Ghose: “A simple example is a movie of the motion of a ball when you throw it. The motion looks the same if you run the movie backwards in time (time symmetry). This means that the total energy of the ball remains the same (conservation of energy) — the energy just gets converted into different forms as the ball moves. This is a simplified example, but the theorem is widely applicable and is a real workhorse of modern physics.”

5. British astronomer and astrophysicist Cecilia Payne-Gaposchkin established that the sun and other stars are all composed mostly of hydrogen. Payne-Gaposchkin later became the first woman to chair a department (astronomy) at Harvard.

Art credit: iStock. Note: The article above has been adapted for TED-Ed from this Ideas.ted.com article. To read daily coverage of the world of ideas, check out Ideas.ted.com. To read more great articles about science in education, sign up for the free weekly TED-Ed newsletter here >>

If it’s true that well-behaved women seldom make history, then we’d like to introduce you to a few of our favorite troublemakers. Here are 5 TED-Ed Lessons about remarkable women:

1. The pharaoh that wouldn’t be forgotten

Hatshepsut was a female pharaoh during the New Kingdom in Egypt. Twenty years after her death, somebody smashed her statues, took a chisel and attempted to erase the pharaoh’s name and image from history. But who did it? And why? Kate Narev investigates Hatshepsut’s history for clues to this ancient puzzle. Watch this TED-Ed Lesson below.

2. The true story of Sacajawea

In the early 19th century, a young Agaidika teenager named Sacajawea was enlisted by explorers Meriwether Lewis and William Clark to aid her husband Toussaint Charbonneau as a guide to the Western United States. Karen Mensing debunks some of the myths that surround the familiar image of the heroic woman with a baby strapped to her back and a vast knowledge of the American wilderness. Watch this TED-Ed Lesson below.

3. The contributions of female explorers

During the Victorian Age, women were unlikely to become great explorers, but a few intelligent, gritty and brave women made major contributions to the study of previously little-understood territory. Courtney Stephens examines three women — Marianne North, Mary Kingsley and Alexandra David-Néel — who wouldn’t take no for an answer (and shows why we should be grateful that they didn’t). Watch this TED-Ed Lesson below.

4. The wars that inspired Game of Thrones

Beginning around 1377, medieval England was shaken by a power struggle between two noble families, which spanned generations and involved a massive cast of characters, complex motives and shifting loyalties. Sound familiar? Alex Gendler illustrates how the historical conflict known as the Wars of the Roses served as the basis for much of the drama in Game of Thrones. Watch this TED-Ed Lesson below.

5. The immortal cells of Henrietta Lacks

Imagine something small enough to float on a particle of dust that holds the keys to understanding cancer, virology and genetics. Luckily for us, such a thing exists in the form of trillions upon trillions of human, lab-grown cells called HeLa. But where did we get these cells? Robin Bulleri tells the story of Henrietta Lacks, a woman whose DNA led to countless cures, patents and discoveries. Watch this TED-Ed Lesson below.

For more animated video playlists, sign up here for the TED-Ed weekly newsletter >>

Mary Kingsley first sailed to West Africa in 1893 with a bag packed for adventure. Fortunately, it was a waterproof bag. The contents? Quinine to ward off malaria, empty glass vials to fill with Science, and a translation of the phrase “the boat is upset” — which would soon prove itself quite useful.

When Kingsley wasn’t poking her umbrella at hippos from a canoe or discovering new species of fish, she was rocking the boat in England as that rarest of creatures — a female explorer. Her first book, Travels in West Africa, immediately became a bestseller. Warm, empathetic and often hilarious, Kingsley’s travel writing belongs on a bookshelf next to any collection of travel essays by Mark Twain, her American contemporary.

Kingsley died in Africa of typhoid at the age of 38.

To learn more about Mary Kingsley and other 19th-century female explorers, watch the TED-Ed animated video below. Then, scroll down for 4 more TED-Ed Animations to watch during Women’s History Month.

TED-Ed Animation: The contributions of female explorers.

TED-Ed Animation: The pharaoh that wouldn’t be forgotten.

TED-Ed Animation: Equality, sports and Title IX.

TED-Ed Animation: The true story of Sacajawea.

TED-Ed Animation: Where does the word ‘lady’ come from?