How did Bayard Rustin’s identity shape his beliefs and actions?

In this lesson, students will examine primary sources to understand how Bayard Rustin’s identity shaped and influenced his actions as a Civil Rights leaders. They will participate in whole group discussions and small group work to deepen their knowledge on who Bayard Rustin is and how his identity as a gay man affected his life as an advocate. They will demonstrate their learning by writing an argumentative essay answering the inquiry question.

The History and Impact of Anti-LGBT Slurs

In this lesson students listen to the oral history of an advocate for LGBT family rights, and use her personal story as a vehicle for considering how anti-LGBT attitudes are formed. Students explore the derivation of the words “gay,” “f*ggot” and “d*ke” in order to better understand the long history of judgment and hate behind these words. They also reflect on the testimony of LGBT teens about the impact of terms like “that’s so gay.”

Through analyzing Audre Lorde’s essay on multiple identities and systems of oppression, how do power and privilege impact the relationships people have with each other as well as with institutions?

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.

Through analyzing Audre Lorde’s essay on multiple identities and systems of oppression, how do power and privilege impact the relationships people have with each other as well as with institutions?

In this lesson, students will familiarize themselves with the concept of intersectionality — how intersecting identities and oppressions shape perspectives and experiences. Through the close reading and discussion of the article “Age, Race, Class, and Sex: Women Redefining Difference” featured in the influential book Sister Outsider: Essays and Speeches by Audre Lorde, students will think critically about how multiple identities and systems of oppressions impact the relationships people have with each other as well as with institutions. Audre Lorde, Black lesbian poet and feminist writer, signed a contract with The Crossing Press on November 19, 1982 to publish her monumental book Sister Outsider: Essays and Speeches. Sister Outsideris celebrated as a historic piece of literature exploring the intersections of race, sexuality, gender, poverty, and politics.

The Exclusion of LGBT People from Societal Institutions: In-Group, Out-Group

In this lesson, students explore the concept of exclusion on personal and societal levels. After participating in an exercise in which they experience the effects of inclusion/exclusion in a social situation, students do reflective writing in response to historical photographs depicting the exclusion of various groups in society. In the final part of the lesson, students identify ways in which LGBT people are currently excluded from societal institutions, listen to interviews of LGBT people describing their experiences with discrimination and create portraits of the interview subjects that reflect what they have learned.

Why and how did activists respond to the AIDS crisis of the 1980s?

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 Lavender Menace (Lesbian Feminist Movement)

Length: 50 minutes

This lesson covers the contributions of the Lavender Menace, or Lesbian Feminist movement, of the 1970s to the general Second Wave Feminist movement, as well as the limitations and downfalls of Lesbian Feminism.

How did the movement for LGBT equality go from assimilation to “coming out” in the 1950s-1970s?

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.

Winning the Right to Marry: Historic Parallels

In this lesson, students explore marriage bans for same-sex couples within the context of earlier prohibitions, and use these historical parallels to determine the fairness of those restrictions. Students listen to the story of an individual who was personally affected by marriage restrictions and fought to change the law in his state. They then analyze similarities and differences in cases that dealt with marriage restrictions and the road to victory.

Were LGBT Americans welcome in Hollywood during the 1920s and 1930s?

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.