LGBT Project Lesson

Name: Nick Rossi Class/Subject: Modern US History Date: 4/18/13 Student Objectives/Student Outcomes: 1. Students will learn to analyze sources for credibility and cite sources in an academic environment. 2. Students will synthesize information into a cohesive educational product. 3. Students will work effectively with technology to produce a thorough representation of an LGBT issue 4. Students will remain respectful and mature while dealing with complex and controversial social issues. Content Standards: 16.A.5a Analyze historical and contemporary developments using methods of historical inquiry (pose questions, collect and analyze data, make and support inferences with evidence, report findings). 16.B.5a (US) Describe how modern political positions are affected by differences in ideologies and viewpoints that have developed over time (e.g., political parties positions on government intervention in the economy). 18.B.5 Use methods of social science inquiry (pose questions, collect and analyze data, make and support conclusions with evidence, report findings) to study the development and functions of social systems and report conclusions to a larger audience. Materials/Resources/Technology: - Computer lab - Library - LGBT Research Project assignment sheet and rubric - Printer - Internet Teachers Goals:
1. Teacher will connect lesson to the previous days work and provide positive reinforcement for completing the project. 2. Teacher will check for understanding both with individuals and groups to ensure that all students are clear on the expectations and requirements of the project. 3. Teacher will encourage students to build critical skills when searching for sources as well as support creativity of individual students to present topics in their own fashion.

2 minutes

Start of Class: - Leave note on the door of 217 reading Topel 3rd Hour Library - Meet students as they arrive in the library, remind them that the assignment is due at the end of the period. - Encourage students to ask questions as they have them Introduction of Lesson: - Once students are situated at computers, speak to the group. - Suggest that they finish up gathering sources within the first few minutes and begin to compile their research into some sort of tangible product. - Remind students to refrain from simple copy and pasting and inform them that they should be analyzing the importance of history and legislation rather than simply identifying people, events and laws. Lesson Instruction: - As students work on their projects, cycle around and silently assess progress of each students. If a student seems to be struggling provide individual help. - Help any and all students by request. - Make sure students are on appropriate websites and working towards the goal of completion by the end of the period. - Speak to individuals and groups at random to gather information about the topics and details they are researching to focus students. - If students start finishing up, take a look at their products and provide suggestions for improvement or provide them with suggestions for further research based on their personal interests. Assessments/Checks for Understanding: - Informal checks for understanding will be done visually and verbally throughout the period - The finished products will serve as a formal assessment of understanding of contemporary LGBT rights. Closure/Wrap-Up/Review: - Encourage students that have yet to print out their projects to do so in the next few minutes. - Speak to students who will not finish on an individual basis in order to provide deadline accommodations and assignment modification as appropriate. Informal assessments done during period will inform teachers decisions on extensions. Self-Assessment: 1. How do we know that the students achieved our objectives for the lesson? 2. How did we promote social justice and encourage social activism in this lesson? 3. What conditions contributed to the success or failure of this lesson? 4. What can be done in the future to account for diversity in the classroom as well as foster appreciation of diversity through content and activities? 5. How did prepare students to be critical citizens outside of the classroom? 6. How can I advocate for LGBT students through this lesson?

3 minutes

40 minutes

5 minutes

LGBT Research Project The LBGT Civil Rights Movement raises many complex and multi-faceted discussions that are prevalent in the media as well as in Congress. However, most people still seem unsure what the issues, positions, legislation and disparities continue to play a major role in the movement. Your job is to create a pamphlet/poster on one of the provided topics below that would educate an Average Joe on the chosen topic. Use only reputable news sources (respected newspapers, magazines, online journals, etc.) and/or internet sources ending in .gov or .org. If you have a question about the legitimacy of a source, ask a teacher. Make sure to synthesize sources with prior knowledge to produce a cohesive product and to cite sources correctly. Copying and pasting from the internet will be considered plagiarism and will result in a zero on the project. Required Elements: - Title Legislation History of Issue Minimum three (3) sources Maximum one (1) visual Present-Day Relevance and Situation (Where does it stand now?)

Possible Topics: - Civil Unions vs. Marriage (Compare/Contrast) Repeal of Dont Ask, Dont Tell Policy Defense of Marriage Act (Is it Constitutional?) Proposition 8 (Is it Constitutional?) Interracial Marriage vs. Gay Marriage (Compare/Contrast) Portrayal/Perception of Homosexuality in the Media/Sports Adoption and Gay Couples (Process/Limitations)

Rubric Format (6 points) A - Includes title - Correct grammar - No spelling errors - Aesthetically pleasing -Correctly cites 3 or more legitimate sources -Uses information from source appropriately in text -Gives an accurate and thorough description of the history of the topic -References at least 1 piece of legislation, fully explains the outcome and relevance to topic -Accurately and thoroughly explains the present day perspective and significance of topic B - Includes title - Few grammar and spelling errors -Cites 2 legitimate sources -Uses information from sources in text -Gives an accurate description of the history of the topic - References at least 1 piece of legislation, but does not fully explain the outcome and relevance to the topic -Accurately explains the present day perspective and touches on the significance of the topic C - Includes title - Many grammar or spelling errors -Does not cite every source and only uses 1 source -Uses some information from sources in text -Gives a vague description of the history of the topic -References at least 1 piece of legislation but gives little effort to fully explain relevance to the topic -Inaccurate and incomplete information on the present day perspective and significance D or Below - Includes title - Little to no effort shown -Does not cite or use any sources -Copies and Pastes information from sources -Barely or does not address the history of the topic -Lists 1 piece of legislation but does not explain relevance to the topic or does not list a piece of legislation - Does not explain or mention the present day perspective or significance

Sources (6 points)

History (10 points) Legislation (14 points)

Present-Day (14 points)

Professionalism Reflections: The focus for this final observation is professionalism. In order to support my professional growth prior to this lesson, I have participated in various extracurricular activities and meetings, both mandatory and voluntary. Through working at Central High School in Champaign, Ive had the opportunity to take part in a variety of different staff meetings, ranging from those focused on social justice including the entire school staff to department specific meetings focused on social studies education at the school. These meetings have enlightened me to the process of professional development in a realistic setting; in other words, I have been provided a window into what professional development will feel like as a full-time educator at the high school level. In addition to these mandatory meetings at Central, I have been provided unique experiences to build my professional skills through my pre-service teaching program. For instance, my fellow student teachers and I have shared informal meetings with teachers over dinner, presented lessons interdisciplinarily with each other and been provided with excellent presentations on ESL and special education from professionals working within our school. In direct relation to the lesson above, I have incorporated some of the strategies for ESL students into my teaching practices for this class. For example, my ESL students in this Modern US History class have already been informed that they will be provided additional time if needed and can request a modification to the actual product portion of the assignment if they feel it is impairing their ability to express themselves properly. In creating this particular assessment, I have proven my dedication to professionalism by collaborating with both fellow student teachers and my cooperating teacher to brainstorm, design and finalize the assignment. All parties were present in every stage of planning and resulting product reflects all of our philosophies and perspectives on teaching, which has made the assignment stronger and sharper. Finally, I will make sure to present myself in professional dress and demeanor on the day of the lesson, establishing myself as a leader, teacher and mentor to students in the classroom. My style of leadership is assertive, not authoritarian, so I will express my role through helping students find their personal path with the project and guiding them through as an educated mentor rather than a rigid dictator.