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Page history last edited by Rob Darrow 3 years, 2 months ago

Course Registration Info

Course Content.

Weekly Webinars

Course Assignment Details.



Course Assignment Details 


Assignments in most cases should be completed in Google Docs and the link sent to the instructor.

Assignments are designated C- Credit People; A - Audit People; W - Webinars only people.



C/A – Credit or Audit; W – Webinar Only

  1. (C/A/W) Discussion Board (DB) Posts via Facebook group (www.facebook.com/groups/LGBThistorycourse/) : Reflections on readings or questions posed (C – respond to readings; W – provide general response).

(At least 5 posts – 2 points each week via Facebook group. One post by Friday. One response to a post by Sunday.) 

Question posted on Sunday each week. Each person must post a comment to the question by Friday. In addition, each person must post a reply to at least one other comment as well. Initial comments should be 2-3 sentences, but no more than 5 sentences. Replies should not be more than 3 sentences.

  • DB1 (Week 1): Name, position, location, why are you interested in LGBT history?
  • DB2 (Week 1): Describe how your classroom or work is a mirror and a window for your students or people you work with? (See article: Styles, “Curriculum as Window and Mirror.”)
  • DB3 (Week 2): Gold was discovered in California in 1848 and the city of San Francisco population grew from about 500 to over 90,000 within a few years (See Bronski, p. 46). The majority of this early population was male because mining for gold was traditionally “man’s work.” In addition, 90% of the people who initially moved west between 1840 and 1870 were male. What happened to San Francisco in the late 1800s as a result of this mass migration of males?
  • DB4 (Week 3): Throughout history, social movements have influenced American culture, laws and opinion. All social movements have similar elements, whether women’s rights, Civil Rights, Latinx Rights or LGBT rights. What are some of the elements of a social movement and what are one or two specific actions of one social movement (e.g. women, civil rights, African American, LatinX, LGBT, transgender, etc.)?
  • DB 5 (Week 4): Identify one significant person or event during the lavender scare or the harlem renaissance and explain how that person or event advanced or suppressed LGBT rights.
  • DB 6 (Week 5): Now that you have had time to understand some of the LGBT history that should be taught in California schools, describe how you plan to integrate LGBT history into your curriculum, whether in a school, organization or other business.
  • DB 7 (Week 6): Transgender rights are a newer rights movement than the overall LGBT rights movement. After viewing the movie, “Screaming Queens” about the Compton’s Cafeteria Riots (1966), and knowing about the Stonewall Riots (1969), what are the common elements of these events and why are they significant in the overall LGBT and transgender rights movements?
  • DB 8 (Week 7): Of all of the people and events in LGBT history, which one or two would you say are most significant and why? 



2. (C/A/W) Attendance in online class meetings – Tuesdays or written reflection about recording for credit (At least 5.)

If you are not able to attend the online class meeting / webinar in person, then you may listen to the recording at a different time.  You must email your reflection about the webinar by the following Monday to receive credit. In your reflection, be sure and address these questions:

  • What was the content of the webinar?
  • What was the new learning for you?
  • How does this fit with your overall understanding of LGBT history?
  • What was not in the webinar that you would have liked to hear?


3.  (C/A/W) Beginning reflection via email or Google Doc (See Rob's Reflection as an example)

Post in Google doc and email link to the instructor.  Please respond to these questions:

  • Who are you?
  • Share a little bit about your background and educational journey
  • Why are you taking this course?
  • What do you hope to gain from this course?
  • How will you use what you gain in this course?
  • Complete the Implicit Bias Test about "Sexuality"- and share how you scored in your reflection.
  • The first webinar discusses how curriculum is a mirror and a window. How was curriculum a mirror or a window in the school where you grew up?  


4a. (C/A/W) Lesson Plan Presentation / Online Presentation – July 17

July 17 is presentation day for all participants to share something they have learned about an LGBT event or person.  Presentation rubric will be developed for presenting.


4b. (C/A) Lesson Plan / Slides (Different requirements for C; A; W)

C/A – Complete lesson plan and a set of slides.

W – Complete a set of 3-4 slides about one person.

See lesson plan format (email link to your lesson here). 


Slide Presentation Expectations - 5 minutes each person. Audience: 6th grade students, age 12.


Slide requirements: 3-5 facts per slide and one image per slide (you're welcome to change the background of the slides for your section if you'd like).

At a minimum, the content of slides should include:

- birth and early life and college - end with death and place (if they are no longer living)

- places they lived for geographic understanding

- their career/job

- their advocacy work or how the furthered or contributed to the LGBT rights movement

- identify any conflicts they encountered or barriers they overcame

- one quote from the person or their writing or something someone else said about them

- the person's identity some how (lesbian, gay, bisexual, transgender, nonbinary, gender fluid, etc.). 

Note: In your presentation, if possible, please talk about when and where your topic would fit in a teacher's curriculum - grade level and content area? 



5. (C/A/W) Final Reflection via Email

Send email to the instructor and make sure these questions are answered:

  • What did you gain from this course personally and professionally?
  • How will you use this content in the future?
  • What parts of this course were most useful to you?
  • What else would you like to have been presented, but it was not?


6. (C/A) LGBT history integration / curriculum calendar

Teachers should look at the school year curriculum calendar used in your school and then identify where you will integrate in LGBT history.

Nonteachers should look at a yearlong calendar for whatever you do and indicate what LGBT history topics will be integrated in when.

See suggested formats: 8th Grade * 11th Grade 


7. (C/A) LGBT Archive Visitation Reflection / Lesson

Identify an LGBT archives near you – this might be a library or museum – and visit it to see what LGBT history local resources you can discover.  Or identify an online LGBT history museum with primary source artifacts.


Write about one or two primary source documents you discover and how they may be integrated into one history lesson via Google doc. Be sure and link to the artifacts and discuss the history unit or lesson within which you could use this artifact.  


9. (C/A) Complete all assigned readings 



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