In this lesson students learn about the divers perspectives and organizations that shaped the movement for LGBTQ equality from the 1950s through the 1970s. Students will participate in a simulation where they play the role of members of specific, historically significant organizations that emerged in the LGBT movement between 1950-1970s, trying to form a united coalition and make decisions about the big political questions of the day. Students will have to collaborate to write and present statements that represent their organization’s perspective in a political conference that will last 3 rounds. In each round they will discuss and debate a major event/topic in the historical LGBT movement. Then they will vote on proposals. Ostensibly, the group will try to reach consensus but the goal is greater understanding of the arguments, experiences and material conditions that shaped the movement. This lesson aligns with LGBT history month and could be incorporated into a larger unit on the Civil Rights movement (understanding the mechanics of movement building, how oppressed groups achieved civil rights). Students will be able to: analyze the historical context and major political ideas in the movement for LGBT right between 1950-1975. Students will read, discuss and analyze primary and secondary source historical documents in small groups. Students will collaborate to write and orally present historical arguments in a simulated political conference.
In this lesson, students will analyze the purpose of the Briggs Initiative (Prop 6), which was on the California general election ballot in 1978. The referendum sought to ban gays and lesbians, and potentially supporters of gays and lesbians, from working in California’s public schools. Then, students will evaluate voices of those opposed to the initiative by reading posters and flyers. Harvey Milk, the first openly gay elected official, was a key political figure that led the debate against people like Senator John Briggs and Anita Bryant. Additionally, the Briggs Initiative was challenged by other marginalized groups including African Americans, feminists, and unionists. Finally, students will conduct a close reading of Harvey Milk’s speech given after the defeat of the Briggs Initiative on June 25, 1978 at California’s Gay Freedom Day. The lesson may take 90-120 minutes depending on the reading level of students and the language support needed. To divide the lesson into two days, it is suggested that the close read be done on day 2.
This lesson seeks to introduce students to the California Gold Rush by examining the gender stereotypes of the time. This lesson asks students to consider how gender roles and stereotypes have changed since the Gold Rush.
Students will experience strategies that will help them analyze primary sources, examine and use literacy strategies that will help them access primary sources, engage in close reading and text-based discussions in various settings including in pairs/groups and as a classroom and generate at least one writing task that is Common Core based.
This lesson seeks to introduce students to different family models, specifically through comparing American and Native American culture. This lesson also seeks to define what it means to be Two Spirit and to discuss personal family narratives.
The FAIR Education Act (Fair, Accurate, Inclusive, and Respectful Education Act) was passed in 2011 in California State Legislature. It advocates for the inclusive representation of LGBTQ and disability communities in California History and Social Science Curriculums. In this lesson, students will participate in pre-reading activities, close-read the SB 48 text and build community amongst peers in the classroom. By the end of the lesson, students will have examined the opinions of those in opposition of the bill and those in support of the bill, including the LGBTQ youth voices who advocated for themselves in the senate hearings (using the framework of Critical Media Literacy by Jeff Share). By highlighting youth agency, this lesson aims to both celebrate the people involved in passing this groundbreaking bill and to provide students with the language necessary to communicate what their rights are.
This lesson seeks to introduce students to gender roles, stereotypes and family roles in pre-colonial and early colonial time periods. Students will also explore current gender systems and examine how gender roles have changed over time.
This lesson addresses the effects of the Civil War on multiple populations. Students learn about the unprecedented scale of death and destruction, and what that meant for the country that needed to rebuild and heal at the end of the war. They also study the experiences of Americans who did not serve as soldiers. The varied roles of women, African Americans, and the people who cared for the wounded all provide students with an up-close and complex understanding of the meaning of war. Students also learn about longer term consequences of the war, including Lincoln’s assassination, as well as the physical destruction of much of the south. Moreover, they will come away with a picture of how warfare, and the country in general would never look the same after 1865 as the federal government took a vast new size and shape. This lesson also encourages students to understand the importance of perspective and complexity. It asks them to consider different people’s experiences and synthesize this information to make interpretations about the significance of the war. Specific literacy strategies help students make sense of multiple primary sources.
Gay Pioneers is the story of the first organized annual “homosexual” civil rights demonstrations held in Philadelphia, New York and Washington, DC from 1965-69. When few would publicly identify themselves as gay, these brave pioneers challenged pervasive homophobia.
While the battles of World War I primarily took part in Europe, the effects of the war reached around the world. Men, women, and children experienced the consequences of the conflict. Men volunteered or were conscripted into the military to fight on the battlefields. The success of each side’s military required not only manpower, but weapons, food, and supplies. These materials had to be produced at home or in the colonies, which required women to take on duties that were not considered feminine roles, such as working in factories and farming. Because entire societies were mobilized to support the war effort, World War I is considered a total war.