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CourseLGBTHistory

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Saved by Rob Darrow
on April 16, 2018 at 4:49:13 pm
 

CSU Monterey Bay Course Info: 

 

Teaching LGBT History in Schools 

  • ED 595 Special Topics 
  • June 4 – June 29, 2018
  • 3 Units Extended Education Credit
  • Cost: @ $900 + books 
  • Instructor: Dr. Rob Darrow
  • Register your interest here.  

  •  CSUMB registration open now. 

 

 

  Instruction: Online Course (Students should be able to devote 10 hours per week to this course. Twice weekly discussion boards and evening online meetings will be required in addition to the readings.) 

 

This course will provide content and pedagogy for teaching LGBT history. It is designed specifically for educators who teach history in grades 7-12, but may also be useful for others engaged in youth education, such as GSA advisors, diversity centers, non-profits, or anyone interested in learning more about LGBT history.

 

Since the course is offered online, most anyone is eligible to register for this course. Students should be able to devote at least 10 hours per week to the course during the 4-week course time period and have reliable internet access. Twice weekly discussion boards and weekly online course meetings will be required as part of the instruction in addition to various readings.

 

 

Tentative Syllabus

 

Required Materials and Books:

Bronksi, Michael. Queer History of the United States. Boston: Beacon Books, 2011. (ISBN: 0807044652) Order online.

 

Stryker, Susan. Transgender History, second edition: The Roots of Today’s Revolution. Berkeley: Seal Press, 2017. (ISBN: 1580056892). Order online

 

One or both of the following:

Darrow, R., Indra, R. and Cutter, J. Curriculum Guide: Teaching LGBT History in Eleventh Grade U.S. History Classrooms: Five Themes and Lessons to Integrate with the California History / Social Science Framework. Safe Schools Project of Santa Cruz County. 2016. (Order through R. Darrow)

 

Darrow, R., Indra, R. and Cutter, J. Curriculum Guide: Curriculum Guide: Teaching LGBT History in Eighth Grade. Safe Schools Project of Santa Cruz County. 2017. (Order through R. Darrow)

 

Other Required Materials:  

 

California Department of Education, History/Social Science Framework, 2016.  http://www.cde.ca.gov/ci/hs/cf/sbedrafthssfw.asp

 

National Park Service. “LGBTQ Heritage Theme Study.“  2016.  https://www.nps.gov/subjects/tellingallamericansstories/lgbtqthemestudy.htm

 

Styles, Emily. “Curriculum as Window and Mirror.” Listening for All Voices, Oak Knoll School monograph, Summit, NJ, 1988. https://nationalseedproject.org/images/documents/Curriculum_As_Window_and_Mirror.pdf

  

Recommended Materials:

 

Ancient History Materials:

John Boswell Same-Sex Unions in Premodern Europe (1994) 

Christianity, Social Tolerance, and Homosexuality (1980)

 

Videos:

 

 

Tentative Class Assignments:

1. Discussion Board Post Reflections / Readings (9 Total – Tuesdays and Fridays – 4 reflections)

2. Beginning reflection

3. Teaching LGBT history exemplars

4. LGBT Archive Visitation Reflection

5. Lesson Plan

6. Lesson Plan Presentation / Online Presentation

7. Attendance in weekly online class meetings (5 Total – one hour each in evening TBD)

8. Final Reflection 

 

Tentative Class Schedule and Assignments: 

 

Week 1 (June 4-10): Intro, Vocabulary, LGBT History and Rights Movement Overview, Selection of Topic

  1.  Online Class Meeting/Lecture (One hour): Curriculum as a Mirror and a Window. LGBT History is American History. Social Movements. Website and Assignments. 
  2.  Reading: Styles, Curriculum as a Mirror and a Window.
  3.  Reading: Bronski. Introduction, pp. 1-13; pp. 40-62 (Chapter 3)
  4.  Reading: Darrow Curriculum Guide (Either 8th or 11th Grade – based on topic choice. Read: Overview, Vocabulary and Terminology Sections)
  5.  Reading: Stryker. Pp. 1-44 (Chapter 1)
  6.  Video: “Don’t Erase My History” https://www.youtube.com/watch?v=jyDvUShvvyM
  7.  Online Discussion Board (DB) 1, 2 and 3 (Monday, Tuesday and Friday).
  8.  Activity: Archiving and linking assignments in Google drive.
  9.  Activity: Complete Sexuality Implicit Association Test regarding attitudes about LGBT people:

10.  Activity: How is my experience in teaching a mirror and a window?

11.  Activity: Pre Assessment of LGBT history knowledge

12.  Activity: Select LGBT history topic/content for lesson plan/research

13.  Assignment 1.1: DB reflection 1 (Due Friday)

14.  Assignment 2: Beginning Reflection (Sexuality Implicit Association test results, mirrors and windows for you growing up, mirrors and window teaching in your classroom)

15.  Suggested LGBT Topics

    • ·      Gender and the Westward Movement
    • ·      Slavery and Alternative Family Structures
    • ·      Cross Dressing Women in early American history
    • ·      Romantic Friendships Increase Women’s Rights
    • ·      Gays in the Military from the Civil War to Don’t Ask Don’t Tell (1860-2010)
    • ·      Harlem Renaissance: As Gay as it was Black (1917-1935)
    • ·      The Lavender Scare and the 1950s (1918-2011)
    • ·      Amendments, Laws and Court Decisions Expand Equality (1868-2015)
    • ·      See timeline of queer history online for other possible topics: http://queerhistory.pbworks.com/w/page/110770735/timeline

 

Week 2 (June 11-15): Teaching LGBT History and the California History Social Science Framework

  1.  Online Class Meeting/Lecture (One hour): California History Social Science Framework and LGBT history topics; Why teach LGBT history. Assignments: Lesson Formats and Presentations, LGBT Archives Visitation/Assignment.  
  2.  Reading: California History Social Science Framework (Chapter 20 and One Chapter of Choice). http://www.cde.ca.gov/ci/hs/cf/sbedrafthssfw.asp 
  3.  Reading: Bronski. Introduction, pp. 104-175 (Chapters 6, 7, 8)
  4.  Reading: Darrow Curriculum Guide
  5.  Reading: National Park Service LGBTQ Heritage Theme Study.  “Chapter 32: Teaching LGBTQ History and Heritage”.
  6.  Website/Podcasts: Making Gay History - http://makinggayhistory.com/
  7.  App: Download QUIST and see what you learn.
  8.  Online DB 4 and 5 (Topics posted by Monday and Thursday; Complete first post by Tuesday and Friday)
  9.  Activity: Teaching diverse populations. Teacher reflection and opportunities.

10.  Activity: Role play – Teachers or parents questioning LGBT history teaching

11.  Assignment 1.2: DB reflection 2 (Due Friday)

12.  Assignment 3: Teaching LGBT history exemplars (How to create safe space for students; answering difficult questions; responding to parent questions)

 

 

Week 3 (June 18-22): Social Movements and LGBT History: Lavender Scare, 60s, 70s, 80s and AIDS Epidemic

  1.  Online Class Meeting/Lecture (One hour): The Lavender Scare, 60s and 70s; important stories of LGBT history.  
  2.  Reading: Bronski. Pp. 176-204 (Chapter 9)
  3.  Reading: Stryker. Pp. 45-114 (Chapter 2, Chapter 3)
  4.  Reading: National Park Service LGBTQ Heritage Theme Study.  Choose one chapter to read
  5.  Video: Screaming Queens, The Riot at Compton’s Cafeteria (50 minutes; 1968). https://www.youtube.com/watch?v=G-WASW9dRBU. KQED Article with Film Makers
  6.  Videos: Lavender Scare, Interviews from the Movie. (Series of 10 short video clips). https://www.youtube.com/user/TheLavenderScare
  7.  Online DB 6 and 7 (Topics posted by Monday and Thursday; Complete first post by Tuesday and Friday)
  8.   Activity: Elements of a Social Movement (Women, Civil Rights, Latinx, LGBT)
  9.  Assignment 1.3: DB reflection 3 (Due Friday)
  10.  Assignment 4: LGBT Archive Visitation Reflection (How it applies to LGBT history themes taught in middle or high school)

 

Week 4 (June 25-29): Transgender History and Presentations

  1.  Online Class Meeting/Lecture (One hour): Transgender History, stories. Prep for online class presentations later in week (Date/Time TBD)
  2.  Reading: Bronski. Pp. 205-235 (Chapter 10)
  3.  Reading: Stryker. Pp. 115-150 (Chapter 4)
  4.  Reading: National Park Service LGBTQ Heritage Theme Study. One other chapter of your choice.
  5.  Video: “Transgender Basics – Gender Identity Project NYC”: https://www.youtube.com/watch?v=UXI9w0PbBXY
  6.  Activity: Peer evaluation process for online presentations
  7.  Activity: Post Assessment
  8.  Online DB 8 and 9 (Topics posted by Monday and Thursday; Complete first post by Tuesday and Friday)
  9.  Assignment 1.4: DB reflection 4 (Due Friday)

10.  Assignment 5: Lesson Plan

11.  Assignment 6: Lesson Plan Presentation Webinar

12.   Assignment 8: Final Reflection

 

This course will provide content and pedagogy for teaching LGBT history. It is designed specifically for educators who teach history in grades 7-12, but may also be useful for others engaged in youth education, such as GSA advisors, diversity centers, non-profits, or anyone interested in learning more about LGBT history.

 

Since the course is offered online, most anyone is eligible to register for this course. Students should be able to devote at least 10 hours per week to the course during the 4-week course time period and have reliable internet access. Twice weekly discussion boards and weekly online course meetings will be required as part of the instruction in addition to various readings.

This course will provide content and pedagogy for teaching LGBT history. It is designed specifically for educators who teach history in grades 7-12, but may also be useful for others engaged in youth education, such as GSA advisors, diversity centers, non-profits, or anyone interested in learning more about LGBT history.

 

Since the course is offered online, most anyone is eligible to register for this course. Students should be able to devote at least 10 hours per week to the course during the 4-week course time period and have reliable internet access. Twice weekly discussion boards and weekly online course meetings will be required as part of the instruction in addition to various readings.

This course will provide content and pedagogy for teaching LGBT history. It is designed specifically for educators who teach history in grades 7-12, but may also be useful for others engaged in youth education, such as GSA advisors, diversity centers, non-profits, or anyone interested in learning more about LGBT history.

 

Since the course is offered online, most anyone is eligible to register for this course. Students should be able to devote at least 10 hours per week to the course during the 4-week course time period and have reliable internet access. Twice weekly discussion boards and weekly online course meetings will be required as part of the instruction in addition to various readings.

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