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Teaching LGBT History and the

California HSS Framework - Day 1

Rob Darrow, Ed.D. Summer 2019

www.RobDarrow.us

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Groups of 4

Someone you don’t know as well as others
Not from your school or district
Preferably 8th and 11th history teachers mixed
On computers
www.RobDarrow.us / presentations
Complete Pre-Assessment - 8th or 11th
Review documents on website when finished

Give short history of pink triangle:

https://www.thepinktriangle.com/history/symbol.html

Talk about how it was flipped upside down (tip pointing up) by ACT UP as a symbol of protest: SILENCE = DEATH

This reclaimed symbol has now been used in educational seetings to designate a Safe Space for LGBTQ students.

If you have time, talk about how we want to create a Brave Space. As opposed to a Safe Space a Brave Space asks the group to do the following:

Assume best intentions
Acknowledge that we all make mistakes and that our limited perspectives can lead to limited and uninformed analysis and beliefs
Refrain from blame when mistakes happen and instead help to provide wider and more nuanced perspectives
Create an environment where it is okay to make mistakes and be uninformed so that you can ask the questions that are necessary to become informed

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This is a Safe Space

Give short history of pink triangle:

https://www.thepinktriangle.com/history/symbol.html

Talk about how it was flipped upside down (tip pointing up) by ACT UP as a symbol of protest: SILENCE = DEATH

This reclaimed symbol has now been used in educational seetings to designate a Safe Space for LGBTQ students.

If you have time, talk about how we want to create a Brave Space. As opposed to a Safe Space a Brave Space asks the group to do the following:

Assume best intentions
Acknowledge that we all make mistakes and that our limited perspectives can lead to limited and uninformed analysis and beliefs
Refrain from blame when mistakes happen and instead help to provide wider and more nuanced perspectives
Create an environment where it is okay to make mistakes and be uninformed so that you can ask the questions that are necessary to become informed

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Your Journey - My Journey

8th Grade History
11th Grade History
Others
How many have taught at least 1 LGBT history lesson? What topic?
What did you learn?

Part of panel this afternoon?

Who has adopted new history textbooks? Or planning to?

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Outline

Focus: Building content knowledge and strategies for teaching LGBT History

Day 1: Background, implicit bias, mirrors and windows, some LGBT history content, activities, planning groups.

Day 2: Group sharing, resistant voices, your plan. �

Resources from today:

www.RobDarrow.us / presentations

Email: Robdarrow@robdarrow.us

�

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To think about

In American history curriculum … which groups are:
Included

or

Excluded

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To think about

Does it matter if a person in history was male or female?
Does it matter if a person in history was white, African American or LatinX or Asian?
Does it matter if a person in history was gay or lesbian or bisexual or transgender?

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To think about

Are these groups treated differently? (In textbooks or literature or in our teaching?) �Marginalized vs. Non-Marginalized? �Are there different levels of privilege?

African American gay male
White straight female
LatinX lesbian female
Asian transgender female
White straight male
Latinx bisexual male

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To think about: �How we were taught and �how we perpetuate the “gender binary”

Gender binary: a system of beliefs and categorization of two complementary genders:

male/female or man/woman. �The gender binary conflates sexual orientation with gender, and assumes that sex/gender and heterosexuality are always aligned �(ie: women are inherently feminine and �men are inherently masculine)

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Implicit Bias We all possess

The attitudes or stereotypes that affect our understanding, actions, and decisions in an unconscious manner.

Cause us to have feelings and attitudes about other people based on characteristics such as race, ethnicity, gender, sexual orientation, age, and appearance.

Develop over the course of a lifetime through exposure to direct and indirect messages (family, religion, culture, etc).

We all have implicit biases and that is okay. These biases are informed by how we were presented information and consequently how we interpret that information.

Two main ways that we generally process new information are actually interpretations of the same physiological reaction:

Wonder, awe, curiosity
Rejection, shock, disgust

We want our students to process information, especially about people, with wonder, awe, and curiosity.

We know that every one of us holds a variety of different experiences and identities, and because of this diversity, no two people have exactly the same perspective. Our biases come into play when we have preconceived notions or reactions to something or someone which, in turn, affects how we treat or interpret the subject matter. Again, this is okay. It is a survival strategy that our species has learned and explains why many of us have a fear of scaly things or creatures with more than 4 limbs. What we want to do is to recognize when these biases are coming into play for our reactions and interpretations towards people so that we can treat each other both fairly and equitably.

As educators, we need to know where our biases lie so that we can navigate them as we discuss subjects and so that we can then help guide students, who also have biases, navigate their own.

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Implicit Bias

Operates at the subconscious level

Operates at both the individual �and institutional levels

Many of us do not realize we have implicit bias

Learn about the things that “trigger” you

Harvard Implicit Bias online surveys (free) to learn about your implicit bias (To do during lunch)

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Who are you?�What is your identity?

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Lens of Differences.�What Differentiates People? �Identity you most have to prove.

Age
Gender
Race
Religion
Economics
Language
Disability
Culture
Accent
Values
Family Status

Role/Position/Job
Status
Appearance
Education Level
Body Size
Personality
Sexual Orientation
Politics
Learning Styles
Family Background
Other?

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Teaching History – What is normal?

Units / Lessons Taught – History Courses

5^th Grade – Native Americans, Explorers, Founding of the Nation, Revolutionary War
6^th/7^th – World History – Ancient Rome, Greece, Various Continents
8^th Grade – Founding of the Nation, U.S. Constitution, Revolutionary War, Westward Movement, Civil War
10^th Grade – World History
11^th Grade – After Civil War, Harlem Renaissance, Women’s Rights, Civil Rights, WW1, WW2, Red Scare, 70s Protests and Vietnam War

Normal is what is expected and is comfortable and is what we know.
What is normal and expected for students and the content you teach?

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Teaching History – Emerging toward normal

Ethnic Studies – Understanding perspectives of all ethnicities in all grades integrated throughout all history courses
LGBT History – Understanding the contributions of LGBT people and events integrated throughout all history courses
Lenses - Consider viewing history from different perspectives
Other ?

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Video: Don’t Erase My History

.30-13:10

Hear the students, �and the adults: �Martin Meeker, Jewell Gomez, Sheila Kuehl.

Don’t Erase My History

https://youtu.be/jyDvUShvvyM

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Curriculum as a Mirror and a Window

Article: Group Read

P. 1-2; 3; 4; 5

Share your reading
Complete handout
How does this apply in your classroom?

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The Laws and Statistics (Handout)

2016 – Suicide Prevention Policies in Schools ��2015 – California Healthy Youth Act: Sexual Health Education must be LGBTQ inclusive � �2013 –School Success and Opportunity Act: Transgender youth protections and inclusion� �2011 –Fair, Accurate, Inclusive and Respectful (FAIR) Act: �LGBT history and social science in curriculum�

2000 - Student Safety and Violence Prevention Act�Students and school employees protections for discrimination based on real or perceived gender or sexual orientation

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FAIR Education Act (SB-48 - 2011 Leno)

51204.5. Instruction in social sciences shall include the early history of California and a study of the role and contributions of both men and women, Native Americans, African Americans, Mexican Americans, Asian Americans, Pacific Islanders, European Americans, lesbian, gay, bisexual, and transgender Americans, persons with disabilities, and members of other ethnic and cultural groups, to the economic, political, and social development of California and the United States of America, with particular emphasis on portraying the role of these groups in contemporary society.

The concept of this law was conceived by Carolyn Laub, former Executive Director of the GSA Network. With then Senator Sheila Kuehl, Laub had just gotten AB537 passed, the Student Safety and Violence Prevention Act of 2000, which protected students and school employees from discrimination based on actual or perceived sexual orientation or gender. Laub, through the GSA Network, then surveyed schools to see, beyond protections, what students felt would help with their safety and success. Overwhelmingly, over other factors, students reported that inclusion in curriculum would facilitate their safety and success. In addition to validating LGBTQ existence, inclusion in curriculum would teach other students that their LGBTQ peers belonged. The roots for the FAIR Education act were planted.

,A bill was brought forth but was defeated.

It was not until the new iteration of the bill was brought back in 2009 by Senator Mark Leno that this was considered again. This bill was SB48 The FAIR Education Act and was passed in 2010 and made law in 2011.

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A Little History: Since the FAIR Ed Act

2016: New State History Framework adopted by State Board of Education (new content: LGBT history)
2017: State Board final approval of K-8 textbooks
2018-????: Districts purchase new textbooks

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Our

Few educators have ever studied anything about LGBT issues or history:

Not in history textbooks
Not in credential programs or counseling or doctoral programs
Not in teacher induction programs
Not discussed in college history courses
Few workshops on the topics

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Students “coming out” around ages 12-14
Many youth embrace “gender fluidity”
64% of LGB students in California report being bullied in the past year (2018, KidsData, Ca Healthy Kids Survey)
63% of LGBT students in California report being harassed because of their sexual orientation or gender expression (2017, GLSEN)�

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Our Challenge: Teacher/Admin Need

Policies and Practices that result in safe and inclusive school climate �[Administrators: inclusive school climate]
Gender, sexual orientation and social emotional learning about students �[All Educators: curriculum and inclusive school climate]
Proactive about LGBT issues at school (bullying, anti-gay slurs, transgender students, parent concerns, etc.) �[All Educators: curriculum and inclusive school climate]
Myths and fear of the unknown / Responding to resistant voices. �[All Educators: curriculum and inclusive school climate]
Content knowledge of LGBT history/Inclusive Sex Ed content �[Teachers: curriculum]
Pedagogy and strategies to teach LGBT history/Inclusive Sex Ed �[Teachers: curriculum]

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For the record:

There has always been an LGBT History

Historians have documented same-sex love in every culture in history (ancient Greece, Native American tribes, others)

Scientific. 1919 – Magnus Hirschfeld in Germany. �Institute of Sexual Health destroyed by Nazi Regime as part of the “book burning” in 1933.
Historical. 1976 – Gay American History published by Jonathan Katz.

Alongside: African American History; Latinx History; Women’s History, etc.

University level: Known as “queer history” or “queer studies”

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LGBT History Chronology Written

Jonathan Ned Katz (1976)�Gay American History Lesbians and Gays in the U.S.A.�

John D’Emilio (1983)�Sexual Politics, Sexual Communities: The Making of a Homosexual Minority in the United States, 1940-1970

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A Little History: When Terms Used �

L = Lesbian (1732)
G = Gay (1955)
B = Bisexual (1892 / 1967)
T = Transgender (1990)
Q = Queer / Questioning (1894, 1990)

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The new History Social Science Framework

(See Curriculum Guide)

2nd: Variety of families represented (two moms, two dads, etc.)
4th: Gender during the California Gold Rush / Charley Parkhurst
5th: Westward Movement and Gender; Two-Spirit Native American Tradition;
8th: Constitution (14th Amendment); Gender in Westward Movement (Charley Parkhurst); Slave Life and Families; Civil War.
11th: World War II and Enlistment; Harlem Renaissance (1920s); Lavender Scare; Laws and Court Cases; AIDS; LGBT Rights Movement
12th: Laws, Court Cases and Supreme Court Case decisions

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Framework: Grade 8

The Constitution and the 14^th Amendment
Westward Movement and Gender Diversity in Frontier Life (1800-1870)
Native Americans, Gender Roles and Two-Spirit People
Cross-Dressing or “Passing Women” in the Civil War
Family life in slave culture

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Framework: Grade 11

Romantic Friendships Increase Women’s Rights (1890-1930)
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)
Stonewall Uprising (1969); Pride Parades
AIDS Epidemic (1980s)

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Perspectives on Gender

Two-Spirit Traditions (5th and 8th grade)

Women’s Roles during Industrial Revolution (11th grade)

Men’s affection in the Old West (4th, 5th, 8th)

Advertising and the switch of Pink and Blue (8th and 11th)

Harlem Renaissance - 1920s - Faggot’s Ball - No separation based on race (11th)

Show educators ways to be inclusive about gender and sexuality in lessons they are already teaching.��Two-Spirit Traditions (5th and 8th grade)

There are over 300 different indigenous tribes in North America alone. Of those tribes, over 130 of them have two-spirit traditions that have been practiced since before the arrival of Europeans to the continent. The term two-spirit was a word agreed upon during a joint tribal council in 1990 to describe the practice and spiritual significance of gender expansive understandings held by many tribes. While traditions across tribes differed, they agreed that the common lexicon of the day to describe gender expansiveness made no sense to adopt since they did not speak to the cultural and spiritual nature of tribal understanding. Some tribes recognized upwards of three or more gender expressions/roles in their cultures. These practices were discouraged and disparaged with the colonization of what is now known as the Americas, effectively erasing these practices and beliefs.

It should be noted that these different gender understandings also provided different roles that these individuals played in their societies that might be either distinct or analogous to gender practices of men and women of the day.

Women’s Roles during Industrial Revolution (11th grade)

Financial freedom provided for greater independence for women which, in turn, meant that women did not need a man to provide for them allowing for relationships without men to be feasible. Boston marriages, Hull House...

Men’s affection in the Old West (4th, 5th, 8th)

Advertising and the switch of Pink and Blue (8th and 11th)

June 1918 article from the trade publication Earnshaw's Infants' Department said, “The generally accepted rule is pink for the boys, and blue for the girls. The reason is that pink, being a more decided and stronger color, is more suitable for the boy, while blue, which is more delicate and dainty, is prettier for the girl.”

https://www.smithsonianmag.com/arts-culture/when-did-girls-start-wearing-pink-1370097/

Harlem Renaissance - 1920s - Faggot’s Ball - No separation based on race (11th)

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11.5 - The 1920s: “As gay as it was black.”�Annual “Faggot’s Ball” - Hamilton Lodge, NY. �- 5000 Attendees

Show educators ways to be inclusive about gender and sexuality in lessons they are already teaching.��Two-Spirit Traditions (5th and 8th grade)

There are over 300 different indigenous tribes in North America alone. Of those tribes, over 130 of them have two-spirit traditions that have been practiced since before the arrival of Europeans to the continent. The term two-spirit was a word agreed upon during a joint tribal council in 1990 to describe the practice and spiritual significance of gender expansive understandings held by many tribes. While traditions across tribes differed, they agreed that the common lexicon of the day to describe gender expansiveness made no sense to adopt since they did not speak to the cultural and spiritual nature of tribal understanding. Some tribes recognized upwards of three or more gender expressions/roles in their cultures. These practices were discouraged and disparaged with the colonization of what is now known as the Americas, effectively erasing these practices and beliefs.

It should be noted that these different gender understandings also provided different roles that these individuals played in their societies that might be either distinct or analogous to gender practices of men and women of the day.

Women’s Roles during Industrial Revolution (11th grade)

Financial freedom provided for greater independence for women which, in turn, meant that women did not need a man to provide for them allowing for relationships without men to be feasible. Boston marriages, Hull House...

Men’s affection in the Old West (4th, 5th, 8th)

Advertising and the switch of Pink and Blue (8th and 11th)

June 1918 article from the trade publication Earnshaw's Infants' Department said, “The generally accepted rule is pink for the boys, and blue for the girls. The reason is that pink, being a more decided and stronger color, is more suitable for the boy, while blue, which is more delicate and dainty, is prettier for the girl.”

https://www.smithsonianmag.com/arts-culture/when-did-girls-start-wearing-pink-1370097/

Harlem Renaissance - 1920s - Faggot’s Ball - No separation based on race (11th)

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�

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Framework Instructional Shifts (CLIC)

Content

Inquiry

Literacy

Citizenship

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The new History Social Science Framework

The Framework is the floor, not the ceiling.

Universal themes:

Gender
Family Structure
What perspective being shown? (e.g. Declaration of Independence, U.S. Constitution, Women’s Suffrage, Immigration, World War I, Ancient Greece, etc.)
What people or perspectives are NOT being shown?

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Talking about Historical Figures

Use the terms that were popular for the time - do not apply modern identities.

General terms ok in history: LGBTQ; Queer; Gender Expansive.

(Ask: If ??? were alive today, how might they identify? If Charley Parkhurst were alive today, do you think he would identify as transgender?)

Description of how their life was lived rather than applying labels �(Evidence indicates that…)

Importance of exploring the factors that would have influenced the decisions these historical figures made. We already do this with culture, religion, marriage status, etc...

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Charley Parkhurst

1812: Born in New Hampshire
Age 12: Mother dies – becomes an orphan
Takes a job as a stable hand on a farm.
Loves horses. Becomes an accomplished coachmen living in Massachusetts and Rhode Island.

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Charley Parkhurst

1851: Moves to California. “I aim to be the best damn driver in the West.”
1855: While shoeing a horse got kicked and lost his eye – got nickname, “One Eyed Charley”
1850-1870: Stage driver Sacramento to Mariposa; San Jose to Watsonville. “One of the best stage drivers in California.”
1870: Retires in Santa Cruz Mountains, CA.

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Charley Parkhurst

1879: Dies
While preparing the body, the doctors learn that Charley had female body parts
Registered to vote – may have been first woman to vote (prior to 1910)
Buried in Watsonville, California

Charley was birth assigned female but lived as a man.

Pronouns: he, him

If he were alive today, do you think he would identify as transgender?

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Jane Addams

1860 – Born in Illinois – Youngest of 6 children
1862 – Mother dies.
Her father, a founding member of Republican Party encourages college.
1881 – Graduates Rockford Female College

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Jane Addams

1885 – Father dies, inherits money; Travels in Europe with her friend, Ellen Starr. Inspired by social work.
1889 – Hull House opened in Chicago by Jane and Ellen. Welfare service for needy families and children. Day care, literacy courses. Boarding house for women.
1890 – Mary Rozet Smith joins Hull house

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Jane Addams

1904 – Mary Rozet Smith and Jane purchase a home in Chicago.
1905 – Member Chicago Board of Education
1915 – Organizes Women’s Peace Party
1931 – Nobel Prize for her social work through Hull House – first woman to receive this prize.
1935 – Buried in Illinois

Jane had a lifelong relationship with Mary Rozet Smith (Romantic Friendship).�Pronouns: she, her

If she were alive today, do you think she would identify as lesbian?

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Bayard Rustin

1912 – Born in Pennsylvania. Raised by his grandparents and a sister, who was really his mother. Raised in a Quaker family. Avowed pacifist.
1932 – Wilberforce College on scholarship for music (voice)
1936 – Expelled from Wilberforce college for organizing a strike against the poor food served
1937 – Moved to New York, attended City College of NY. Joined the Young Communists group for a year. Was tracked by the FBI after that.
1939 – Sings in nightclubs in NY for money

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Bayard Rustin

1944-1946 – Conscientious Objector to World War II. Jailed for 2 years.
1946 –Moves in with partner, Davis Platt
1947 – Rides bus sitting in front of bus to protest discrimination on buses. Beaten by police and put in jail, released after 3 days.
1956 – Introduced to Martin Luther King. Participated in Montgomery Bus Boycott.

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Bayard Rustin

1963 – Organizer of the March on Washington. ML King “I have a dream speech.”
1977 – Begins dating future partner, Walter Naegle
1976 – Speech, “The New Niggers Are Gays”. “The question of social change should be framed with the most vulnerable group in mind: �gay people.”
1987 – Dies in NY �(Partner Walter Naegle becomes Executive Director of Bayard Rustin Fund)

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Bayard Rustin

2003 Movie: “Brother Outsider: The Life of Bayard Rustin”
2013 – Posthumously awarded the Presidential Medal of Freedom by President Barack Obama. Presented to Rustin’s partner, Walter Naegle.

Bayard was birth assigned male and lived as a man.

Pronouns: he, him. He identified as gay.

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Why Teach LGBT History?

More engaged learners
More inclusive schools / classrooms
All people have a his/her-story to share
LGBT history is American history
It’s the law

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Teaching LGBTQ History �There is a difference between:

Teaching LGBTQ History
Advocating a Lifestyle
Promoting a Religion

Teachers have always taught about religion - Puritanism, Islam, Buddhism, Christianity, etc. but don’t promote it.

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Teaching LGBT History

Just like teaching any other topic in history, whether Civil Rights, Latino rights, etc.

Few students challenge what you teach
We don’t ask parents if they want to opt out of the Civil War or other bloody history topics

“Controversial Topics” / Parent Permission Ed Code 51930-51933 refer to:

Sex Ed / HIV Instruction
Religious Exemption for health course (51240)

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Activity: Elements of a Social Movement?

What are examples of social movements in history?
What elements are needed to start a social movement?
What are the elements of a social movement?
Social Movement Timeline

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What would it take for you to take action against an injustice?

Various protests in history: Women’s suffrage marches, Civil Rights, Vietnam War, etc.
What would it take for you to attend a protest or march in person to stand up against an injustice?

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Another way to think about teaching LGBT History

What are examples of social rights movements in history?
Which social rights movements do you teach in your curriculum?

1917

1963

1966

1968

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Elements of a Social Rights Movement?

What are the elements of a social rights movement?
Social Movement Timeline

1917

1963

1966

1968

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What would it take for you to take action against an injustice?

What would it take for you to attend a protest or march in person to stand up against an injustice?

Impacted people living in a different country?
Impacted people living In a different state? Another city?
Impacted a friend?
Impacted a family member?
Impacted you?

Arrested for dressing a certain way and had your name in the newspaper for being arrested.
Had to meet certain social norms to rent an apartment
Could not work in certain careers
Could not meet your friends in public or in a park
Could not go drinking or to a restaurant with your friends

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Stonewall Uprising

June, 1969 - Important Event in LGBTQ History �(NOT the beginning of the LGBTQ rights movement)

NY gay, lesbian, transgender and drag queen people were tired of:

Being arrested for dressing or looking a certain way
Having their names in the newspaper for being arrested.
Laws that forbid renting to gay people
Being harassed by police for meeting your friends in public or in a park
Not being served in bars
Gay bars raided by the police weekly and people arrested

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Stonewall Uprising

Stonewall Inn, New York, Greenwich Village area
Owned and managed by the mafia because gay people could not
A gathering place for LGBT people
Who threw the first punch or brick? Unknown.�
Annual PRIDE commemoration of Stonewall Uprising each June �- 50 year anniversary

June 2019 - NY Police apologize�https://www.npr.org/2019/06/06/730444495/nypd-commissioner-apologizes-for-oppressive-1969-raid-on-stonewall-inn
Learn more at: “Making Gay History Podcast” �https://makinggayhistory.com/podcast/stonewall-50-episode-1-prelude-to-a-riot/
NY Times short documentary: https://www.nytimes.com/2019/06/04/opinion/gay-pride-stonewall.html

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To think about

In American history textbooks… which groups are:
Included

or

Excluded

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Signs in History

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Two other recent stories of exclusion

June 11, 2019: Railroad Workers … Chinese Immigrants not in railroad photos. �150 Years since laying of the “golden spike”.
“erasure of an estimated 15,000 to 25,000 Chinese railroad workers from history.”
NPR: https://www.npr.org/2019/06/11/731540639/railroad-workers-decedents-notice-lack-of-credit-for-chinese-immigrants

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May 10, 2019

May 10, 1869

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Two other recent stories of exclusion

1950s - Red Scare
Lavender Scare - Executive Order 10450 signed by President Eisenhower (1953): �“National Security … (iii) Any criminal, infamous, dishonest, immoral, or notoriously disgraceful conduct, habitual use of intoxicants to excess, drug addiction, sexual perversion.”
Estimated that 10,000 government employees and people in the military were removed or resigned.

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One person removed: Helen Grace James

1955 - In Air Force. On her personal time, sitting with a female friend in a car. Office of Special Investigations Officer arrests her - forced to resign.
No GI Bill or any military related benefits.
Sued the Air Force at age 90 to be reinstated.
2018: Reinstated with full military benefits
Guess where she lives today?

Npr (January 20, 2018): https://www.npr.org/2018/01/20/579205780/kicked-out-of-air-force-for-being-gay-helen-grace-james-wins-honorable-discharge

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Activity: Primary Source / Inquiry Lesson

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Activity: Primary Source / Inquiry Activity: Groups of 4

Read Individually: One primary source document

Complete: Individual Analysis Worksheet

Discuss as Group: What are common themes? �What did you learn? �How can you use this with your classroom or district?

Share: Thoughts and insights with your group

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ReGroup - Grade/School Groups

Suggest 7 groups:

Hoover
Sunnyside, Bullard, Patino
Central
Washington Union, Tranquility, Firebaugh, Reedley
Clovis, Big Picture High
Ft. Miller - 8th Grade
Yosemite - 8th Grade

Give short history of pink triangle:

https://www.thepinktriangle.com/history/symbol.html

Talk about how it was flipped upside down (tip pointing up) by ACT UP as a symbol of protest: SILENCE = DEATH

This reclaimed symbol has now been used in educational seetings to designate a Safe Space for LGBTQ students.

If you have time, talk about how we want to create a Brave Space. As opposed to a Safe Space a Brave Space asks the group to do the following:

Assume best intentions
Acknowledge that we all make mistakes and that our limited perspectives can lead to limited and uninformed analysis and beliefs
Refrain from blame when mistakes happen and instead help to provide wider and more nuanced perspectives
Create an environment where it is okay to make mistakes and be uninformed so that you can ask the questions that are necessary to become informed

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Questions

I think one thing that worries me is the general lack of knowledge about LGBTQ history so I'm VERY excited to learn more so I feel I have a handle on the history and have more resources to go to with questions.

I feel so uninformed

How do we steer the conversation away from the whole "sex" (intercourse preferences) aspect?

That the administration and parents will not be open to the inclusion of LGBT curriculum into the classroom

I just recently tried to teach a lesson on gender equality to my students which was not allowed by my administration. How do we face the challenge of teaching LGBTQ history when it is met with such hostility from our site "leaders?"

Scores range from: 8-13 out of 20.

Give short history of pink triangle:

https://www.thepinktriangle.com/history/symbol.html

Talk about how it was flipped upside down (tip pointing up) by ACT UP as a symbol of protest: SILENCE = DEATH

This reclaimed symbol has now been used in educational seetings to designate a Safe Space for LGBTQ students.

If you have time, talk about how we want to create a Brave Space. As opposed to a Safe Space a Brave Space asks the group to do the following:

Assume best intentions
Acknowledge that we all make mistakes and that our limited perspectives can lead to limited and uninformed analysis and beliefs
Refrain from blame when mistakes happen and instead help to provide wider and more nuanced perspectives
Create an environment where it is okay to make mistakes and be uninformed so that you can ask the questions that are necessary to become informed

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Our new updated Website (From FAIR Education Act to LGBTQ History.org)

Trainings – Textbook Selection Tool (K-5; 8; 11)
Lesson Plans – Where to fit in teaching LGBT History
Resources for Learning - Podcasts, videos, etc

www.LGBTQhistory.org

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Curriculum Guide Treasure Hunt

Appendix – Textbook Selection Tool (K-5; 8; 11)
Curriculum Calendar – Where to fit in teaching LGBT History
Definitions
Timeline
Lessons - Background, Alignment to Framework, Suggested Lessons, Documents to use online

Remember: The Framework is the floor, not the ceiling.

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Study Topics Planning Time Resources

On website: �https://www.robdarrow.us/presentations/csuf-reachable/

Curriculum Calendars (8th and 11th)
8th Grade Standards and LGBT Topics * Matrix
11th Grade Standards and LGBT Topics Matrix
8th Lesson Plan Topics
11th Lesson Plan Topics
LGBT History Timeline
Other Resources (Archives, Podcasts, etc.)

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Study Topics Planning Time

To Do:

Create a study/research plan
Research the topic - identify research, how to teach the topic
Create YOUR curriculum calendar for next year (see curriculum guide)
Identify your common response to resistant voices
Complete the Google planning document
Prepare a 5 minute presentation

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Study Topics: Each group chooses one

8^th: a) 14^th Amendment
8th: b) Two-Spirit/Native Americans - 8th Group
8th: c) Gender Diversity in the West (Westward Movement, Ca Gold Rush) �Or something else?

11^th : a) Women’s Rights Movement and Romantic Friendships; “other” group
b) Gays in the Military from the Civil War to Don’t Ask Don’t Tell (1860-2010)
c) Harlem Renaissance: As Gay as it was Black (1917-1935) - Hoover
d) The Lavender Scare and the 1950s (1918-2011) - Sunnyside/Bullard
e) Amendments, Laws and Court Decisions Expand Equality (1868-2015)
f) The AIDS Epidemic (1982-2017)
g) Stonewall Riots and Importance in History (1969)
Civil Rights / March on Washington - Clovis Hodgepodge�Or something else? - World History Group

Give short history of pink triangle:

https://www.thepinktriangle.com/history/symbol.html

Talk about how it was flipped upside down (tip pointing up) by ACT UP as a symbol of protest: SILENCE = DEATH

This reclaimed symbol has now been used in educational seetings to designate a Safe Space for LGBTQ students.

If you have time, talk about how we want to create a Brave Space. As opposed to a Safe Space a Brave Space asks the group to do the following:

Assume best intentions
Acknowledge that we all make mistakes and that our limited perspectives can lead to limited and uninformed analysis and beliefs
Refrain from blame when mistakes happen and instead help to provide wider and more nuanced perspectives
Create an environment where it is okay to make mistakes and be uninformed so that you can ask the questions that are necessary to become informed

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Study Topics groups - school grade?

8^th group
School groups
History teachers vs. Non History teachers

Give short history of pink triangle:

https://www.thepinktriangle.com/history/symbol.html

Talk about how it was flipped upside down (tip pointing up) by ACT UP as a symbol of protest: SILENCE = DEATH

This reclaimed symbol has now been used in educational seetings to designate a Safe Space for LGBTQ students.

If you have time, talk about how we want to create a Brave Space. As opposed to a Safe Space a Brave Space asks the group to do the following:

Assume best intentions
Acknowledge that we all make mistakes and that our limited perspectives can lead to limited and uninformed analysis and beliefs
Refrain from blame when mistakes happen and instead help to provide wider and more nuanced perspectives
Create an environment where it is okay to make mistakes and be uninformed so that you can ask the questions that are necessary to become informed

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Let’s Play Kahoot

Individual or team
https://create.kahoot.it/share/lgbt-history-vocabulary-review/1940d7dd-85e9-4ff0-9748-a2b943a74aa1

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Once Around

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Contact Information

Rob Darrow, Ed.D. | Education Consultant / LGBTQ History

Rob Darrow’s Website: www.robdarrow.us

Ph: 559.351.5928

robdarrow@robdarrow.us

San Francisco State U units for today if you want.