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St. Cloud State University theRepository at St. Cloud State

ESL for Academic Purposes

Spring 3-23-2021

Forgotten History: The

Kaitlin Comfort [email protected]

Follow this and additional works at: https://repository.stcloudstate.edu/ma_tesol

Part of the Curriculum and Instruction Commons, English Language and Literature Commons, and the Language and Literacy Education Commons

Recommended Citation Comfort, Kaitlin. (2020). Forgotten History: The .

This Learning Object is brought to you for free and open access by theRepository at St. Cloud State. It has been accepted for inclusion in ESL for Academic Purposes by an authorized administrator of theRepository at St. Cloud State. For more information, please contact [email protected]. ST. CLOUD STATE UNIVERSITY AUTHOR: KAITLIN COMFORT

T E A C H E R S E D I T I O N

F O R G O T T E N H I S T O R Y

T H E S T O N E W A L L

R I O T S

· "The " by BrianTuchalskiPhotography is licensed under CC BY-NC-ND 2.0

At the end of this unit students will be able to:

Define vocabulary related to the Stonewall riots Match vocabulary words with synonyms and antonyms Summarize the Stonewall article by answering questions Order events chronologically in a timeline Use prepositions correctly in a sentence Design a PSA about a historical event that is underrepresented

CEFR Level Designed for high school & college level students THE LGBTQ+ COMMUNITY

This purpose of this course, "Forgotten History," will teach you about history that is not traditionally taught in the classroom as well as develop your English grammar, listening, reading and writing skills. This unit will discuss the history of the LGBTQ+ community and the Stonewall Riots, both of which have been traditionally underrepresented in mainstream education.

Day 1 This The unit is divided into Quizlet- Test your knowledge unit will focus on the LGBTQ+ community 5 days and is intended Think-pair-share for about 2 hours each and is intended for day. Days are easy to Vocabulary Build students in high split in half if the class school and older with a is only an hour. Days Preposition of Time Review B2 level or higher 4/5 are left up to the Day 2 according to the CEFR teacher for how long scale. This the students need to Pre-reading questions unit will not debate the complete the project. LGBTQ+ community or Stonewall riots reading laws and should not be Comprehension questions taught in a way that does so. Summarizing questions/Jigsaw *Please be aware of Day 3 laws around the LGBTQ+ community in Fill in the Blank the country that you are Timeline of Events teaching in. LGBTQ+ people around the world video Video comprehension questions Quizlet- Test your knowledge Day 4/5 Public Service Announcement Project DAY 1

CEFR Standard: I can express myself fluently and spontaneously without much obvious searching for expressions. Objective: I will be able to match vocabulary words with synonyms and antonyms. Instructions:

1.Play the Quizlet to test your knowledge before beginning the unit 2.Talk with a partner for 5 minutes and answer the questions verbally 3.Define the vocabulary words 3. Write one antonym and one synonym for each vocabulary word 4. Prepositions of time review

What do you already know?

Students will need a cell phone, tablet or computer to access Click on the link to the quizlet here this Quizlet

Study the flash cards 1 time

Play the "Match" game with the cards

Compete with your friends for the best time! Spend 5 minutes answering each of these questions with a partner:

1.What does the acronym LGBTQ+ stand for? 2.Can you think of a famous person that identifies as LGBTQ+? 3. Have you ever heard of the Stonewall Riots? 4. Do you know what the laws around the LGBTQ+ community are in your country?

Define each of the following words with bullet points and write one synonym and antonym.

Decriminalization- Synonym_p_e__rm__i_t_; _a_l_lo_w____- Antonym_d__e_n_y_;_ d_i_s_a_p_p__ro__v_e ______t_o_ _e_l_im__i_n_a_t_e_ _c_ri_m__i_n_a_l_ p_e_n__a_lt_i_e_s_ f_o_r_ _o_r_ r_e_m__o_v_e__ l_e_g_a_l______r_e_s_t_r_ic_t_i_o_n_s_ _a_g_a_i_n_s_t______Have____ _students______Predominantly- Synonym_mostly;______generally______- Antonym____specifically______complete this activity ______alone and then review __fo_r_ _t_h_e_ _m_o__s_t _p_a_r_t_;_ t_h_e______with the class. While _m__a_j_o_r_i_ty_ _o_f_ s_o__m_e__th__in__g______Non- conforming- reviewing you can talk ______about______what____ _parts_____ of___ n__o_t_ f_o_l_lo__w_i_n_g_ _s_o_c_ie__ta_l_ _g_e_n_d_e_r_ _r_o_le__s_; _m_e__n_ w__i_th__ f_e_m__i_n_in__e______speech______the___ _words______are______t_r_a_i_t_s;_ _w_o_m__e_n__ w__it_h_ _m__a_s_c_u_l_in__e_ t_r_a_i_t_s______&_ _which_____ words______are_____ Raided- Synonym______- Antonym______invade; assault release slang ( ) ______a_ _s_u_d_d__e_n_ a__s_sa__u_lt_ _o_r_ a__tt_a_c_k__, _a_s_ u_p__o_n_ _s_o_m__e_t_h_i_n_g_ t_o_ _b_e_ _s_e_iz_e_d__ o_r______s_u_p_p__r_e_s_s_e_d_:______Retaliate- Synonym_re_v_e_n_g_e_; _re_c_ip_r_o_c_a_t_e - Antonym___f_o_r_gi_v_e_; p_a_r_d_o_n______to__ r_e_q_u__it_e_ _o_r_ m__a_k_e__ r_e_t_u_r_n_ _f_o_r_ a_ _w_r_o__n_g_ o__r _i_n_ju__ry______Recognition- Synonym____a_c_c_e_p_ta_n_c_e____- Antonym_____d_e_n_ia_l______t_h_e_ _id_e__n_t_if_i_c_a_t_io_n__ o_f_ _so__m__e_t_h_in__g_ a_s_ _h_a_v_i_n_g_ _b_e_e_n______p_r_e__v_io_u__s_ly_ _s_e_e_n_,_ h__e_a_r_d_,_ k_n_o__w_n__, _e_t_c_. ______Drag Queen- ______a_ _p_e_r_f_o_r_m__e_r_, _t_y_p_ic_a__ll_y_ o__n_e_ w__h_o__ w__a_s_ a_s_s_i_g_n_e_d__ m__a_l_e_ a__t _b_i_r_th__, _w_h__o_s_e_ a__c_t _i_n_v_o_l_v_e_s______a_ s_t_y_l_iz_e_d__ a_n__d_ e_x_a__g_g_e_r_a_t_e_d_ _in__te_r_p__re__ta__ti_o_n_ _o_f_ f_e_m__i_n_i_n_it_y_ _t_h_a_t_ p__la_y__s _w__it_h______stereotypical gender themes. Prepositions of time- At, On, In

Use this page to review prepositions of time with We use prepositions of time to students. This should be somewhat of a review for students at this level. Create sample sentences on talk about when things happen the board together and have students create 2 sample sentences for an exit ticket. This is review such as dates, times, holidays for activities later in the unit. and more. In - Months, Years, Periods of Time

In December In 1992 In the afternoon In April In 2012 In the summer In January In 2020 In the 90's

On - Days, Dates, Specific Parts of the Day

On Monday On July 5th On Monday afternoon On Saturday On April 4th On Saturday morning On Tuesday evening On Tuesday On March 9th

At - Times of Day, Holidays, Meal Times

At 12pm At At breakfast At 5:30pm At At lunch At 10am At At dinner DAY 2

CEFR Standard: I can understand specialized articles and longer technical instructions, even when they do not relate to my field. Objective: I will be able to summarize the article.

Instructions: 1.Answer the pre-reading questions below 2.Read the article 1 time with a partner and highlight vocabulary words 3. Answer the comprehension questions with your group 4. Jigsaw activity

Pre-reading Questions Use the vocabulary from Day 1 to answer these questions then share your answers with a partner.

What do you think this article will be about after reading the subtitles? Why?

Look back at the picture on the first page of the unit. What is the picture of? How do you think it relates to the article?

What do you think this article will be about after defining the vocabulary words? Why? The Stonewall Riots

#1) LGBTQIA+ Community In the United States the , , Bisexual, , /Questioning, , Asexual (LGBTQIA+) community, also referred to as the LGBTQ+ community, has fought for their rights to marriage equality and the decriminalization of homosexual acts for hundreds of years. In the past, criminalization of gay people has included arresting gay people for holding hands or kissing in public, denying them housing, and the right to get married. Due to the lack of safe spaces for the LGBTQ+ community in society, many LGBTQ+ people would congregate at bars or clubs. One of the first and most famous gay bars is the Stonewall Inn, located in City, New York. The Stonewall Inn is located in , a predominantly gay neighborhood.

(#2) Why did they happen? The Stonewall Riots were a public expression of many years of imposed repression and unequal treatment towards the LGBTQ+ community. Until 1960, was criminalized in all 50 states and marriage equality was illegal. This meant that gay people could not get married or have the benefits that married heterosexual had. It wasn't until 1962 when Illinois became the first state to decriminalize homosexuality. Before 1962 and for many years after, it was common for members of the LGBTQ+ community to be threatened in public spaces and public displays of affection were still illegal. Black, tran sgender and non-gender conforming identities were more often targeted and threatened by police.

(#3) What happened? Gay bars were frequently raided in the 1960’s and for many years before. Police forces knew which bars were serving individuals from the LGBTQ+ community and would target these bars to jail people for homosexual behavior in public. Additionally, the Stonewall Inn and many other gay bars were owned by the Mafia and operated without liquor licenses. Police used this as a justification to shut down these bars.

(#4) In the middle of the night on June 28th, 1969 the Stonewall Inn was raided by the NYC police. Police entered the and began arresting patrons. Police targeted non-gender conforming and transgender people and arrested 13 people that night. Instead of willingly cooperating with police, patrons and members of the LGBTQ+ community began to form a large crowd and resist police orders. After being hit over the head by a police officer, a Black, butch, lesbian, Storme DeLarverie encouraged the crowd to retaliate by throwing pennies, bottles, stones and more. As a way to escape the growing , police and others locked themselves inside the Stonewall Inn. Rioters then began to set the Stonewall Inn on fire.

(#5) Nobody died during the Stonewall riots, although rioting continued for 5 days following the initial raid on the Stonewall Inn. The description of the events makes them sound scary, but to members of the LGBTQ+ community that participated in the riots, they viewed it as a very empowering experience. During the 5 days, protestors would gather to dance, speak and organize themselves. Many even described it as a joyous event because they were fighting for their rights. (#6) What were the results of the riots? The riots initiated great change in the LGBTQ+ community. The Front was created right after the riots by the protestors. The was one of the first organizations created to fight for LGBTQ+ rights, create demonstrations and host the first official gay , one year after the Stonewall Riots. are now celebrated every year in June in recognition of the Stonewall riots. These parades are usually held in big cities around the U.S and they are times when people gather to remember the struggles that the LGBTQ+ community went through and celebrate who they are today. The Gay Liberation Front did not exist for many years but was a steppingstone to helping start other LGBTQ+ organizations that we have today such as the Campaign and GLAAD. Marriage equality was passed federally on June 26th, 2015 in the U.S and on June 6th, 2019 the New York police commissioner issued an apology for the raid on Stonewall.

(#7) Stonewall was only one of the events where LGBTQ+ members stood up for themselves and their rights after continually being beaten, killed and systemically disadvantaged for years. The Compton Cafeteria Riots is known as the first official LGBTQ+ riot that took place in , California in August of 1966. It was also a landmark event in LGBTQ+ community’s fight for equality.

(#8) Marsha P. Johnson Marsha P. Johnson was a notable Black, transgender woman at the forefront of the momentum of the Stonewall riots and a key member of the Gay Liberation Front. Johnson was a and was described as outgoing, fearless and eccentric. After the Stonewall riots, she founded the Street Transvestite Action Revolutionaries (STAR) as a way to protect homeless . Today, the Marsha P. Johnson Institute exists to uplift and defend Black transgender communities. Johnson lived until the age of 46 and passed away on July 6th, 19 92.

When discussing the article make sure to use the paragraph numbers so that everyone follows along

"The Stonewall Inn" by BrianTuchalskiPhotography is licensed under CC BY-NC-ND 2.0 This activity can be done in groups, Students will need a or the teacher can display the Comprehension Questions cell phone, tablet or Spinner on the board and the class computer to access can answer the questions together the online spinner Look at the 6 comprehension questions below and think about the answers individually.

Then, as a group click on the SPINNER to spin the wheel and answer the question.

1.What does the acronym LGBTQ+ stand for? 2.What rights did members of the LGBTQ+ community not have? 3.How did police justify shutting down gay bars? 4.How did many members of the LGBTQ+ community react to the riots? 5.What organizations were created after the riots? 6.Who were two notable people involved in the Stonewall riots? 1.Lesbian, Gay, Bisexual, Transgender, Queer/Questioning and more 2.They couldn't get married and did not have equal access to basic resources like housing 3.They targeted bars that were selling without a liquors license 4.They celebrated because they were standing up for themselves 5.Gay Liberation Front, GLAAD, , STAR 6.Marsha P. Johnson and Stormie DeLarvarie

Summarizing With your group and your assigned paragraph underline supporting details and summarize your paragraph. Be prepared to share with the class.

Supporting details include: dates, times, places, people, reasons, names

Example: (#1) LGBTQ+ community: LGBTQ+ or LGBTQIA+ includes lesbian, gay, bisexual, transgender, queer, intersex, asexual and more Criminalization= going to jail for holding hands, marriage inequality, denying housing Stonewall Inn- famous in New York, Greenwhich village, gay neighborhood Jigsaw Instructions: As your classmates present on the summary of each paragraph, take notes below

Put students into groups and assign LGBTQ+ community them one section of the article. The ______first___ _section______is_ _used____ as__ an__ _example______so______there____ _should______be__ 4_ _groups______for__ the______other____ _4_ sections.______After____ _teaching______summarizing______(using_____ the___ example______above)_____ have____ _groups______work___ _for__ _10______minutes to summarize paragraphs. Why did they happen? Afterwards, have each group present ______on__ _their___ _section______and___ all__ _the__ _other______groups______should______use___ this___ _sheet____ _(page______10)__ _to__ take___ _notes.______What happened? ______What were the results of the riots? ______Marsha P. Johnson ______Other thoughts/additional comments ______DAY 3

CEFR Standard: I can understand extended speech even when it is not clearly structured and when relationships are only implied and not signaled explicitly. Objective: I will be able to order events chronologically in a timeline. I will be able to use prepositions correctly in

a sentence. Instructions: 1.Use the article to fill in the sentences 2.Order the sentences on the timeline 3.Watch the video 4.Answer comprehension questions

Using the article, fill in the sentences below with the correct preposition and year and then place them on the timeline: Remind students to use page 5 1. Marsha P. Johnson passed away at 46 years old ____in ______.1992 (prepositions of time) to help them fill out this activity. 2. The Stonewall Inn was raided by police ____in the middle of the night ____on June 28th,______.1969

3. The New York police issued an apology for the Stonewall raids ____in ______2019 , 50 years after the raids.

4. Homosexuality was criminalized and marriage equality was illegal in all 50 states until ______.1960

5.______Answers may vary. ______Marriage equality was legalized at summer time in the United States in 2015. 6.______Answers may vary. ______Illinois decriminalized homosexuality in 1962. Timeline of Events

2019 1969 1962 2015

1992 1960

6 5

4 2 1 3

Students will need to create two of their own sentences using dates from the reading. Explicitly remind them to use the reading to fill out the timeline and create the two additional sentences. They should also try and use prepositions of time if possible. They will need to put the sentences on the timeline by drawing in lines (see the example in orange above). They can write the sentence or simple put the number. This is an individual activity and can be reviewed as a class. What is life like for LGBTQ people around the world?

"As a gay couple in San Francisco, Jenni Chang and Lisa Dazols had a relatively easy time living the way they wanted. But outside the bubble of the Bay Area, what was life like for people still lacking basic rights? They set off on a world tour in search of "Supergays," LGBT people who were doing something extraordinary in the world. In 15 countries across Africa, Asia and South America -- from India, recently home to the world's first openly gay prince, to Argentina, the first country in Latin America to grant marriage equality -- they found the inspiring stories and the courageous, resilient and proud Supergays they had been looking for."Read the video description with the class and define vocabulary words by writing them on the board. Point out the idiom "Outside the bubble" as it is a common idiom. Watch the video one time without having students look at the questions. Then have the students look at the questions and watch the video again. Watch with subtitles once or both times depending on the level of the class. Answer the questions after watching the video 2 times:

1. Fill in the blank with the correct preposition:

"But, _____in 2007, Bhumika and Nepal's LGBT rights organization successfully petitioned the Nepali Supreme Court to protect against LGBT ."'

2. Order the countries that they talked about from beginning to end:

Kenya ______3 Nepal ______1 Argentina ______4 China ______5 India ______2 3. What is the definition of a "Supergay?" ______A__n_s_w__e_r_s_ m__a_y__ v_a_r_y_.______L__G_B_T__Q_+_ _p_e_o_p__le_ _w__h_o_ _a_r_e_ d__o_in__g_ e_x__tr_a__o_r_d_i_n_a_r_y_ _th__in__g_s_ a_r_o_u__n_d_ _t_h_e_ _w_o__rl_d______4. Describe the first country they traveled traveled to: ______A_n_s_w__e_r_s_ m__a_y__ v_a_r_y_.______N_e_p__a_l._ T__h_e_y_ _m__e_n_t_io__n_e_d_ _w__id_e__s_p_r_e_a_d_ _p_o_v_e__rt_y_,_ _th__e_ e_a__r_th__q_u_a_k__e_ a__n_d_ _in_t_e__rv__ie_w__ a_____ t_r_a_n__s_g_e_n_d__e_r_ w__oman. Use the transcirpt from the 5. Who was the first openly gay prince? Ted Talk to show students ______wh_e_re_ t_h_e _an_s_we_r_s a_r_e _w_he_n___ going over the questions _P__r_in_c_e__ M__a_n_v__e_n_d_r_a_ _f_r_o_m__ I_n_d_i_a______6. Are Argentina's LGBTQ laws more or less progressive than the United States? ______T_h_e_y_ _a_r_e_ m__o__r_e_ p_r_o__g_r_e_s_s_iv_e__ t_h_a_n__ t_h_e__ U__n_it_e_d__ S_t_a_t_e_s_.______7. Where is the largest gay pride event in Asia? ______T__a_ip__a_i______8. How many countries did they travel to? ______1_5______

What have you learned?

Click on the link to the quizlet here

Play the "Match" game with the cards

Compare your first score with your score this time

Compete with your friends for the best time! DAY 4/5

CEFR Standard: I can write about complex subjects in a letter, an essay or a report, underlining what I consider to be the salient issues. I can select style appropriate to the reader in mind. Objective: I will be able to design a PSA about a historical event from my home country that is underrepresented.

For your final project in this class you must create a public service announcement (PSA) about a historical event in your country. This should be an event that is not commonly taught about. The teacher should show the class how to use This can be in the form of a: canva/powerpoint (quick Poster (https://www.canva.com/) overview). Teacher should Powerpoint (minimum 5 slides) also show the powerpoint/infographic Video (minimum 2 minutes) example. Depending on Paper (minimum 1 page & 2 pictures) class level/skill this project can be done in partners to scaffold. Steps: Teacher should fill out the form below as an example Choose an event from your country with the class based on Research about the event the Stonewall riots. Then students will fill out their Fill out the chart to organize your information sheet with their event. Choose your platform (poster, video, powerpoint) Design your PSA Use this chart to organize information as you research your event:

Describe the event: Who were the groups of people (who, what, when, where, why) involved in the event?

Who- LGBTQ+ community LGBTQ+ community What- A riot Marsha P. Johnson When- June 28th, 1969 Stormie DeLarverie Where- Stonewall Inn, New Police York Bystanders Why- To fight for LGBTQ+ rights

Name of event: What type of event was this? (War, , March, Holiday)

Stonewall Riots

Riot/Protest

What was the result of the event? Why did it happen?

Organizations developed Repression and for the LGBTQ+ discrimination of the community LGBTQ+ community had prevailed for too long. Eventually marriage equality was passed A desire for equal rights Use the infographic and PowerPoint below as examples for the project:

Powerpoint example

"Infographic: Yemen Crisis UK aid funding 27 September 2015" by DFID - UK Department for International Development is licensed under CC BY 2.0 References ·Text:

Canfield, David. “REMEMBERING/STONEWALL.” Entertainment Weekly, no. 1566/1567, June 2019, pp. 34–37. EBSCOhost, search.ebscohost.com/login.aspx? direct=true&db=f6h&AN=136837164&site=ehost-live&scope=site.

History.com Editors. (2017, May 31). Stonewall Riots. Retrieved December 08, 2020, from https://www.history.com/topics/gay-rights/the-stonewall-riots

Steinmetz, Katy. “Marsha P. Johnson.” TIME Magazine, vol. 195, no. 9/10, Mar. 2020, p. 90. EBSCOhost, search.ebscohost.com/login.aspx? direct=true&db=buh&AN=142094890&site=ehost-live&scope=site.

Worthen, M. (2020, June 25). Marsha P. Johnson. Retrieved December 08, 2020, from https://www.biography.com/activist/marsha-p-johnson

Pictures and slideshow: Ford, S. (2015). Water Rights and the Quechua People. Retrieved December 08, 2020, from https://slideplayer.com/slide/8950112/

"Infographic: Yemen Crisis UK aid funding 27 September 2015" by DFID - UK Department for International Development is licensed under CC BY 2.0

"The Stonewall Inn" by BrianTuchalskiPhotography is licensed under CC BY-NC-ND 2.0