Crash Course in Intersectionality

Length: 50 minutes

This lesson serves to introduce students the concept of intersectionality to help them gain a new framework for better examining themselves and how they fit into the world around them.

How did Harvey Milk and the Briggs Initiative unite marginalized groups?

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.

Understanding Gender Identity

In this lesson students learn about gender identity and explore the impact of rigid gender role expectations and stereotypes. Using various media—an audio interview and a video of a spoken word performance transgender people and issues are personalized and clarified for students. Students then discuss real-life scenarios depicting conflicts around gender expression in school settings, and brainstorm ways to be an ally to transgender and gender non-conforming people.

How was gender challenged during urbanization in the late-19th Century and what was the response?

In this lesson, teachers will contextualize the LGBT rights movement by answering the question introduced in the History-­Social Science Framework for California Public Schools: “How did various movements for equality build upon one another?” While activists fighting for LGBT rights utilized similar tactics and had some shared goals of those fighting for Civil Rights broadly, LGBT people in racial minority communities faced additional discrimination. Moreover, many fighting for broader Civil Rights did not consider sexual preference or gender identity as apart of their fight. In this lesson, students will explore historical perspectives to determine to what extent the movement for LGBT rights was or was not part of the broader movement for Civil Rights of the 1970s and 1980s. Students will read, annotate and categorize several primary sources to write a short essay describing and supporting their prospective with evidence from the texts.

Shifting Gender Roles in the US

This lesson seeks to explore how the industrial revolution changed perceptions of gender roles during the Victorian era. This lesson also seeks to have students observe changes and continuities over time in regards to gender roles in the United States.

How did The Ladder magazine provide lesbian women support in the 1950s?

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.

Homosexual Life Under Nazi Rule: The Legacy of Paragraph 175

Students will examine personal testimonies in order to understand what conditions were like for homosexuals living in Nazi occupied Germany before and during WWII. They will also learn to recognize and analyze the ways in which homosexuals in Nazi occupied Germany responded to persecution and repression.

How did LGBT Americans respond to the Vietnam War?

In this lesson, teachers will contextualize the LGBT rights movement by answering the question introduced in the History-­Social Science Framework for California Public Schools: “How did various movements for equality build upon one another?” While activists fighting for LGBT rights utilized similar tactics and had some shared goals of those fighting for Civil Rights broadly, LGBT people in racial minority communities faced additional discrimination. Moreover, many fighting for broader Civil Rights did not consider sexual preference or gender identity as apart of their fight. In this lesson, students will explore historical perspectives to determine to what extent the movement for LGBT rights was or was not part of the broader movement for Civil Rights of the 1970s and 1980s. Students will read, annotate and categorize several primary sources to write a short essay describing and supporting their prospective with evidence from the texts.

The AIDS Epidemic (1 of 3): The Government’s Response

This lesson plan seeks to examine the ways in which the United States government ignored a disease that took thousands of American lives. It will debunk fallacies about HIV/AIDS and use the history of AIDS in the US to analyze how powerful activism can be.

Were the 1920s a time of cultural change?

In this lesson, students will learn about changes and continuities in the 1920s, particularly focused on cultural and social areas. Students will analyze primary and secondary sources that explore race, gender, and sexuality in the 1920s.