Two Spirit and Non-Traditional Families

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.

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.

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.

Early Colonial Gender Roles

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.

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.

The Invisibility of LGBT People in History

This lesson explores the ways in which LGBT people, events and issues have been made invisible in mainstream accounts of history. In the first half of the lesson, students reflect on excerpts from Ralph Ellison’s Invisible Man to explore the impact of invisibility on people and as a jumping off point for researching how different groups have been historically marginalized in society. In the second part of the lesson, students participate in a history matching game and listen to LGBT oral histories that increase their awareness of significant LGBT people and events, and the ways in which these topics have been erased from the historical record.

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.

Gay Pioneers

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.

The FAIR Act: What are students’ rights to LGBT representation in the classroom?

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.