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 ( : 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.



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:


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:


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:


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