LGBTQ+ History 1950s-1970s by AmandaB https://padlet.com/aveb/krtlus7nay7b CCSS and AASL Standards en-us 2020-03-04 20:01:42 UTC 2020-03-18 22:52:19 UTC hello@padlet.com https://padlet.net/icons/png/1f3f3-1f308.png This unit will comply with Common Core ELA Social Studies Standards as follows: aveb https://padlet.com/aveb/krtlus7nay7b/wish/454641213 2020-03-04 20:02:19 UTC https://padlet.com/aveb/krtlus7nay7b/wish/454641213 aveb https://padlet.com/aveb/krtlus7nay7b/wish/454641723 CCSS.ELA-LITERACY.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
CCSS.ELA-LITERACY.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
CCSS.ELA-LITERACY.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
CCSS.ELA-LITERACY.RH.9-10.6
Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
CCSS.ELA-LITERACY.RH.9-10.9
Compare and contrast treatments of the same topic in several primary and secondary sources.
]]> 2020-03-04 20:03:05 UTC https://padlet.com/aveb/krtlus7nay7b/wish/454641723 This unit will incorporate AASL Standards Framework for Learners standards as follows: aveb https://padlet.com/aveb/krtlus7nay7b/wish/454642195 2020-03-04 20:03:45 UTC https://padlet.com/aveb/krtlus7nay7b/wish/454642195 aveb https://padlet.com/aveb/krtlus7nay7b/wish/454642536 A.II.2 Adopting a discerning stance toward points of view and opinions expressed in information resources and learning products. 
A.V.2 Reflecting and questioning assumptions and possible misconceptions.
A.VI.1 Responsibly applying information, technology, and media to learning. 
A.VI.3 Evaluating information for accuracy, validity, social and cultural context, and appropriateness for need.
D.II.2 Demonstrating interest in other perspectives during learning activities.

]]> 2020-03-04 20:04:14 UTC https://padlet.com/aveb/krtlus7nay7b/wish/454642536 REFLECTION aveb https://padlet.com/aveb/krtlus7nay7b/wish/454642718 Wow, did I bite off more than I could chew with this project! There were at least three existential crises during the past month, where I wasn’t sure I could go on. I questioned my content, my choice of platform, my choice of career (and once or twice my choice to have children or not!). I would spend an hour or more working on a lesson, then delete it all and start over – I’ve never had the level of difficulty I had with this project with any other project I’ve done. I knew going into this project that I didn’t know nearly as much about LGBTQ+ history as I would like; the more research I did, the more I realized exactly how little I knew. That led me to realize I could either a) create an entire semester’s lesson which would take me way beyond the scope of pretty much anything I was supposed to do or b) limit my timeline a bit. I decided, as a result, to limit myself to LGBTQ+ history from 1950 to 1970. I felt I was better able to concentrate my energy and quell my growing panic that I was not going to get this project done on time. That being said, there’s so much more I could have done and wanted to do.

I feel that I at least chose a very fertile period in the LGBTQ+ timeline to cover, with the rise of homophile societies; the ties between the LGBTQ+ rights movement and the larger civil rights movement; Harvey Milk’s election and assassination; and Stonewall. I was also pretty excited to be able to find so many video and audio resources. I realize my project is a bit heavy on that kind of resource, but there’s such a wealth of primary source information that I would be remiss to not include a good chunk of it. There were so many interviews, however, that fit what I was going for in a lesson perfectly, only for someone to drop the F-bomb several times and take the interview out of the running. As it is, one of the videos I chose has a couple sprinkled throughout, but I really wanted that one included for its breadth of voices, so I kept it.

My decision to aim this project at 10th graders was really a non-decision. I took on this topic mostly because of my daughter and her disappointment with her history class and textbook. Her textbook has nothing at all about LGBTQ+ history, which was disappointing to both of us, and her teacher had never heard of the Stonewall uprising. That really upset my daughter – as did her bad luck not getting to choose the topic that she wanted for her own research project – protest during the Vietnam era, which she was going to do on Stonewall. We’re a pretty liberal Catholic school, with an openly gay administrator, a GSA club, and a pretty sizeable LGBTQ+ community (although not many kids are out, but the ones that are seem widely accepted and popular). As you know, I’ve been concentrating specifically on the LGBTQ+ young adult community with my work so far in graduate school, and it’s really important for me to drag curriculum into the 21st century as much as I can at my school. The more chances I get to create projects like this, the more prepared I am to argue for more inclusion down the line, and for that I’m grateful!
]]> 2020-03-04 20:04:29 UTC https://padlet.com/aveb/krtlus7nay7b/wish/454642718 Works Cited aveb https://padlet.com/aveb/krtlus7nay7b/wish/456319636 "An Uprising, Not a Riot." PBS American Experience, PBS, http://www.pbs.org/wgbh/americanexperience/features/stonewall-uprising-not-riot/. Accessed 7 Mar. 2020.

Anti-Defamation League, GLSEN, and StoryCorps. Unheard Voices Stories of LGBT History: An Oral History and Curriculum Project That Seeks to Integrate
          Lesbian, Gay, Bisexual and Transgender (LGBT) History, People and Events into Middle and High School Curricula.
          https://www.glsen.org/sites/default/files/UV%20Lessons.pdf. Accessed 21 Feb. 2020.

Anti-Defamation League, GLSEN, and StoryCorps. Unheard Voices Stories of LGBT History: Interview Backgrounders. 
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"The LGBTQ Movement and Stonewall Riots: Part 1." PBS LearningMedia, PBS WHYY, https://whyy.pbslearningmedia.org/resource/fp18-socst-lgbtq-stonewall/the-lgbtq-
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Marcus, Eric, and Sara Burningham, producers. "Stonewall 50: 'Everything Clicked… And The Riot Was On.'" Making Gay History: LGBTQ Oral Histories from the
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