With a focus on methods courses, this article makes a case for social studies teacher educators to employ in their pedagogy an intersectional perspective. I ask social studies teacher educators to consider critical history monographs, specialized book-length studies that center on marginalized perspectives, as pedagogical tools that complement primary sources. Elevating scholarship on enslaved females in the U.S., I highlight affordances and the utility of intersectionality as a generative analytic for use in social studies methods courses. I illustrate how social studies teacher educators can better prepare their students to teach from an intersectional perspective that more fully humanizes multiply oppressed peoples in U.S. history. This discussion has implications for secondary social studies, teacher education, and history education.

本文着重于方法课程，为社会研究教师教育者在教学法中运用交叉视角提供了一个案例。我要求社会研究教师教育者考虑批判历史专着，以边缘化观点为中心的专门的书本研究，作为补充主要资料的教学工具。在提高对美国被奴役女性的奖学金的过程中，我着重介绍了津贴和交叉性作为在社会研究方法课程中使用的生成性分析方法的实用性。我举例说明了社会研究的教师教育者如何从交叉的角度更好地为学生做好教学的准备，这种角度更加充分了美国历史上受压迫者的人性化。该讨论对中学社会研究，教师教育和历史教育具有影响。