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Forgotten History: the Stonewall Riots

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Forgotten History: the Stonewall Riots St. Cloud State University theRepository at St. Cloud State ESL for Academic Purposes Spring 3-23-2021 Forgotten History: The Stonewall Riots 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 Stonewall riots. 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 Stonewall Inn" 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 United States 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-gender 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 (Drag Queen) _______________________________________________________________________________ _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 Ramadan At breakfast At 5:30pm At Christmas At lunch At 10am At Hanukkah 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 Lesbian, Gay, Bisexual, Transgender, Queer/Questioning, Intersex, 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 New York City, New York. The Stonewall Inn is located in Greenwich Village, 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, homosexuality was criminalized in all 50 states and marriage equality was illegal. This meant that gay people could not get married
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