Social:
Author: Marla Colondres
School/Organization:
Swenson Arts and Technology High School
Year: 2024
Seminar: The Past, Present, and Future of Latinx Studies
Grade Level: 9-12
Keywords: “Latinidad”, activism, civil rights, discrimination, equality, intersectionality, Latino/a/x/é, LGBTQIA+, Stonewall riots
School Subject(s): American History, History, Languages, Social Studies, Spanish
This unit offers a comprehensive analysis of LGBTQIA+ activism, focusing on its historical roots, its internal dynamics, and its broader social impact. It begins by highlighting the early contributions of foundational activists such as Sylvia Rivera and Marsha P. Johnson, whose efforts were instrumental in the early stages of the movement. “Indomitable Voices: LGBTQIA+ Activism within the Latinx Civil Rights Movement” explores the internal complexities of the LGBTQIA+ community, examining the diverse perspectives and challenges that shape its current evolution. It traces the trajectory of LGBTQIA+ activism, illustrating its growth and adaptation over time. The unit also clarifies essential terminology, defining LGBTQIA+ and related terms such as intersectionality and activism, as well as gender- and culture-specific identifiers such as Latino, Latina, Latinx, and Latiné. Through these lessons, students gain a better understanding of the multifaceted nature of LGBTQIA+ activism and its important role in the struggle for equity and social justice.
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Problem Statement: The Latinx and LGBTQIA+ communities have a rich, interwoven history, marked by both shared struggles and triumphs. Their experiences are a dynamic tapestry, constantly evolving and reflecting the complexities of each identity. Despite this common ground, the fight for Latinx civil rights often fails to acknowledge the crucial role played by LGBTQIA+ activists within the movement. This creates a situation of double invisibility, where both the LGBTQIA+ community’s contributions and the experiences of LGBTQIA+ Latinos are overlooked. Coleman (2019) argues that social invisibility and silence can be detrimental because they have the effect of denying someone’s humanity. Although giants of the Latinx civil rights movement deserve recognition, their narratives shouldn’t overshadow the groundbreaking work of pioneering LGBTQIA+ Latinx activists like Sylvia Rivera and José Sarria. Although literature on the Latinx civil rights movement extensively addresses central themes such as voting rights, labor organization, and educational equity, it often neglects the experiences of LGBTQIA+ Latinx individuals, who have historically faced invisibility and oppression within these narratives. To rectify this oversight and provide a more inclusive understanding of the movement, this project aims to bridge existing gaps in scholarship. Drawing upon foundational works like The Chicano Civil Rights Movement documented by the Library of Congress and analyses of the achievements of the broader Chicano Movement, it incorporates primary sources, oral histories, and recent research on LGBTQIA+ history. By examining the intersectionality of race, ethnicity, gender, sexuality, and class within the LGBTQIA+ / Latinx civil rights movement, this project endeavors to create a comprehensive narrative that highlights these communities’ diverse experiences and contributions. This unit incorporates primary sources, analyzes oral histories, and integrates recent research on LGBTQIA+ history. It also seeks to piece together a richer and more detailed tapestry of the LGBTQIA+ and Latinx civil rights movements. José Sarria and Sylvia Rivera, esteemed LGBTQ pioneers with Latinx heritage, navigated vastly different realities within the movement. Sarria, who traced his ancestry to Spain, assimilated into the pre-Stonewall white gay middle class (Retzolf, 2007). Sarria’s racial proximity to whiteness offered a level of acceptance that eluded Rivera, a Venezuelan and Puerto Rican trans woman of color. Rivera’s experiences as a homeless trans sex worker further marginalized her from the mainstream LGBTQ+ movement for which she passionately advocated. Their activism reflected these contrasting experiences. Sarria employed a subtle approach, challenging societal norms through public performances as a female impersonator. Rivera, shaped by her experiences of profound marginalization, such as police brutality and discrimination in housing, took a more direct approach, advocating for change through protests and community support. Sarria became the first openly gay candidate for public office. By running for office, he wasn’t just fighting for LGBTQ+ rights but also demonstrating that LGBTQ+ people could be powerful politically engaged members of society. While Sarria may not have fully embraced his Latinx heritage, his mother was Colombian and his father Spanish, his experiences with discrimination based on sexual orientation undoubtedly shaped his activism and political aspirations. It’s important to remember that the term “intersectionality” wasn’t widely used until the 1980s, well after Sarria’s activism began. A prime example of the intricate intersectionality of race, ethnicity, gender, gender expression, sexuality, and class within the LGBTQIA+ spectrum is found in Sylvia Rivera. This unit advocates for an in-depth examination of Sylvia’s life, her remarkable contributions, and her achievements as a transgender woman of color within the LGBTQIA+ movement. Sylvia’s experiences epitomize the multifaceted challenges faced by marginalized individuals, as she encountered rejection and discrimination from various quarters, including within her own LGBTQIA+ community. Another compelling illustration of intersectionality within the LGBTQIA+ spectrum can be seen in Marsha P. Johnson. As an African American transgender woman, Marsha faced intersecting forms of discrimination and marginalization. Her role in the Stonewall Riots and her subsequent activism highlight the importance of considering multiple axes of identity within LGBTQIA+ civil rights movements. Despite her contributions, Marsha also encountered marginalization within LGBTQIA+ spaces, underscoring the need for a nuanced understanding of intersectionality in our narratives of social justice movements. Pioneering activists, Sylvia Rivera and Marsha P. Johnson, both transgender women of color who were partners in life and activism, founded STAR (Street Transvestite Action Revolutionaries), a nonprofit organization in 1970. STAR provided safe shelter, food, and emotional support to marginalized LGBTQIA+ homeless youth, especially trans youth of color. Without a doubt, Rivera and Johnson left a lasting legacy of fighting for social justice. By centering the voices and experiences of LGBTQIA+ individuals and organizations, this curriculum unit aims to unveil a more detailed and inclusive understanding of the movement’s trajectory and its impact in the School District of Philadelphia. I have been teaching for twenty-eight years. My last eight years have been as a high school Spanish teacher. The school district has been evolving to serve students holistically to support its student population in multiple facets; among them, this unit will examine gender, sexual identity, and sexual orientation. As part of this process, in 2016, the School District of Philadelphia implemented Policy 252, which seeks to protect the rights of transgender and gender-nonconforming students. This policy aligns with other local and federal laws, such as Philadelphia’s Bill No. 130224, which promotes equality regardless of gender identity or sexual orientation. Even though policy 252 is for teachers and school staff, I will include its reading and discussion as part of this unit because it is an integral part of the inclusion of the LGBTQIA+ student population. “Indomitable Voices: LGBTQIA+ Activism within the Latinx Civil Rights Movement” uses inclusive language following the terminology outlined in the School District of Philadelphia’s Policy 252. The School District of Philadelphia is part of the Pennsylvania Department of Education and follows all federal and state laws and regulations such as Title IX and Policy 252. Title IX is a federal law that prohibits discrimination based on sex in federally-funded education programs and activities. Policy 252, titled “Transgender and Gender Non-Conforming Students,” aims to ensure safety, equity, and justice for all students, regardless of gender identity or expression. Policy 252 reflects the broader commitment of the School District of Philadelphia to foster knowledge about and respect for diversity, including various races, ethnicities, social classes, genders, religions, disabilities, sexual orientations, and gender identities. It emphasizes the importance of creating an inclusive environment where all students can learn free from discrimination and harassment. This policy is important and connected to LGBTQIA+ and Latinx civil rights because it recognizes and protects the rights of transgender and gender non-conforming students. By ensuring equal treatment and access to education, Policy 252 contributes to the advancement of civil rights for marginalized communities, including LGBTQIA+ individuals and Latinx students who may face discrimination based on their gender identity or expression. It reflects a commitment to creating a more inclusive and equitable society where all individuals have the opportunity to thrive. This unit will also focus on the importance of activism and its ongoing necessity in today’s society. By exploring LGBTQIA+ history and the role of activism, students will gain a deeper understanding of the struggles and achievements that have shaped current policies, such as Policy 252. Learning about these historical and contemporary efforts will equip students with knowledge of their rights and protections under Policy 252, empowering them to advocate for themselves and others. This comprehensive understanding will contribute to fostering a more inclusive and supportive school environment, where diversity is celebrated, and all students feel safe and valued. This proposed unit intersects with the School District of Philadelphia, as it takes into account both demographics and educational goals. In terms of demographics, Philadelphia has a significant Latino population and a growing and dynamic LGBTQIA+ community. Teaching about the intersection of these identities reflects the experiences of many students in the school district. Providing a more inclusive understanding of Latino civil rights fosters a sense of belonging and respect for students of all backgrounds as it focuses on cultural sensitivity. Literature Review / Establishing the Foundation of Terms: At the beginning of the seminar: The Past, the Present, and the Future of Latinx Studies, we were introduced to the term Latinx. Analyzing evolving terms such as Latino, Latina, Latinx, and Latiné is an essential part when discussing the Latinx community and its identities. Latino/Latina/Latinx immigrants are people who have emigrated from countries in Latin America to build new lives in other places, most commonly the United States. This movement of people with Latin American heritage, and the communities they form wherever they settle, is called the Latino diaspora. The largest Latino diaspora is in the United States, where over 55 million Latino Americans reside. This diaspora encompasses both the immigrants themselves and their descendants. The terms will be explained to my students as Latino/Latina: These are traditional terms based on gender. “Latino” is masculine and “Latina” is feminine. These terms are widely understood but because of their binary nature, they are not considered inclusive of non-binary individuals. Latinx: This is a gender-neutral alternative, gaining popularity in English but facing mixed reactions within the Latin American community. Some Spanish native speakers find it artificial and not aligned with Spanish grammar, while others appreciate its inclusivity. Others argue the difficulty of pronunciation of the x in the Spanish language. Latiné: This is a relatively new, gender-neutral alternative gaining traction within Spanish-speaking communities. It uses the gender-neutral “-é” ending native to Spanish, making it more natural in pronunciation and grammar. Latiné consolidates Spanish as the representative language of Latinidad. It is important to highlight that the use of one term does not imply the elimination of the other terms. It is crucial to have conversations where we discuss terms like these to clarify, expand, and enrich our knowledge with the understanding that they will evolve as Spanish, like other languages, is always changing just like us. Language is constantly evolving as we try to use language to express ourselves and communicate our identities. This unit analyzes how LGBTQIA+ individuals and organizations played a key but often marginalized role in shaping the Latinx civil rights movement. By examining key events and figures, this unit will explore: By analyzing the historical aspect of the Latinx civil rights movement, this curriculum unit will contribute to a more complete, inclusive, and comprehensive understanding of its origins and legacy. One of the main objectives of this unit will be to teach the importance of activism to high school students; activism is a skill with the power to change, transform, and improve our lives. This analysis can inform ongoing struggles for social justice and inspire future generations of activists fighting for equity. Dr. Hey-Colón’s seminar, titled “The Past, the Present, and the Future of Latinx Studies,” intricately interlaces historical narratives with contemporary struggles, forming a vivid tapestry of connections. Within this framework, the unit “Indomitable Voices: LGBTQIA+ Activism within the Latinx Civil Rights Movement” resonates deeply, encapsulating core themes of resilience, social change, and the pursuit of an inclusive future. By immersing ourselves into the rich history of LGBTQIA+ activism within the Latinx civil rights movement, we embark on a powerful journey. This exploration uncovers the longstanding struggle for equality, serving as a guiding compass that illuminates the intricacies of current social justice movements and the ongoing fight for LGBTQIA+ rights. By understanding the origins of these movements, teachers and students are empowered to not only navigate the complexities of the present but also to envision a future molded by the lessons of history. The seminar’s focus on “The Past, the Present, and the Future of Latinx Studies” emphasizes the dynamic nature of social change. Through the lens of LGBTQIA+ activism, students witness the evolution of movements and the enduring spirit of marginalized communities. This analysis dismantles the notion of linear progress, revealing the cyclical nature of social transformation and the perpetual quest for justice. “Indomitable Voices” illuminates the fearless spirit of LGBTQIA+ activists within the Latinx civil rights movement. Their tales of resolute resilience reverberate through history, serving as beacons of hope amidst adversity. This celebration of courage and determination resonates with the broader theme of the course, emphasizing the enduring legacy of resistance against oppression. The seminar has introduced us to a wide variety of terms, issues, and obstacles facing the Latinx community primarily in the United States and Latin America with emphasis on the Caribbean, Central America, and Mexico. Many of the issues presented and discussed throughout the academic literature point to the relevance of activism from different angles. This is why I decided to focus my research on the Latinx LGBTQIA+ community. This seminar has sparked a strong desire on my part to make a difference in my classroom through a curriculum unit that promotes social justice through activism. I hope to inspire other educators to make a difference and continue to move forward; with the ultimate goal of equity for all and in all educational spaces. It is paramount to understand that LGBTQIA+ high school students continue to face many challenges today, despite advances towards equity. (Ma et al., 2023) This unit aims to cultivate a more inclusive school environment by empowering students with the knowledge and tools to advocate for themselves and their peers. Through exploring real-world issues faced by the LGBTQIA+ community, such as bullying, discrimination, and lack of support, students gain a deeper understanding of the challenges surrounding gender identity and expression. This exploration fosters empathy and a sense of responsibility for creating a safe space for everyone. Furthermore, “Indomitable Voices: LGBTQIA+ Activism within the Latinx Civil Rights Movement” delves into LGBTQIA+ history and activism, highlighting the ongoing fight for equal rights and protections. Understanding this history provides crucial context for Policy 252, which outlines the school’s commitment to a welcoming and inclusive environment. By learning about their rights and protections within this policy, students are empowered to identify and address instances of bullying, harassment, or discrimination. These could range from classmates using incorrect pronouns to discriminatory dress codes or limitations on bathroom access. Equipping students with this knowledge, fosters a more inclusive environment where everyone feels safe, respected, and supported in expressing their authentic selves. Another issue encountered by students is the lack of support. Students may not feel comfortable coming out to their families, or may not have a strong support system at home. According to Coleman (2019), coming out can be traumatic, with half of LGBTQ teens experiencing a negative reaction from parents. Additionally, schools may not have Gay-Straight Alliances (GSAs) or other LGBTQIA+ groups leaving students feeling isolated. Recent studies show that LGBTQIA+ students experience fewer threats of violence, fewer missed days of school, & fewer suicide attempts when they are part of the gay-straight alliance (LGBT Youth | Lesbian, Gay, Bisexual, and Transgender Health | CDC, 2023). Due to the issues stated above LGBTQIA+ students are at a higher risk for depression, anxiety, and suicidal thoughts. Transgender and non-binary students may face challenges related to using their chosen names and pronouns, accessing appropriate restrooms, and feeling comfortable with their bodies in the school environment. The Centers for Disease Control (2023) states that schools that implement LGBTQ+ supportive policies and practices benefit all students by positively impacting students’ academic performances, improved mental health, & overall well-being. The study of LGBTQIA+ Latinx activism encourages students to embrace intersectionality, acknowledging the interconnectedness of social justice struggles. Many individuals belong to multiple marginalized groups. By recognizing these intersections, we can better understand and address the unique challenges faced by individuals who belong to multiple marginalized communities. Through this seminar, I have been able to draw parallels between the unit and the overarching themes of the course cultivating a comprehensive understanding of Latinx studies. Through class discussions and literature reviews, I have explored connections between historical movements and contemporary activism. Understanding the connections between historical social movements and contemporary activism is not simply an academic exercise; it’s a powerful tool for understanding the ongoing struggle for social justice. By contrasting past strategies with present-day challenges, we gain invaluable insights into the trajectory of social change and our role in shaping a more equitable society. In my teaching unit, cultivating allies is key. We’ll explore strategies for building bridges and empathy, ensuring activism is a collective effort. García Peña (2021) explains that effective activism often relies on the practice of acompañamiento – the act of journeying alongside marginalized communities in solidarity and support. This approach fosters trust and empowers marginalized groups to advocate for themselves. Dr. Hey-Colón’s seminar and the unit on LGBTQIA+ activism within the Latinx civil rights movement transcend mere academic exploration. They embody a profound commitment to justice and inclusivity. By contextualizing historical struggles, honoring resilience, and envisioning inclusive futures, students embark on a transformative journey of discovery and empowerment within the realm of Latinx studies. A point of consideration and close monitoring is the political environment in the country and its repercussions in all social areas. With national elections approaching, the political climate intensifies, prompting concerns about the trajectory of progress toward equity. Instances of book banning in school libraries and curriculum restrictions in state education systems raise apprehensions about the continuity of this progress. For instance, in Tennessee and Florida, regulations impeding the teaching of subjects such as Black history, gender identity, and race have been observed (Ma et al., 2023). The article “As conservative target schools, LGBTQ+_ kids & students of color feel less safe” presents firsthand accounts from students articulating their fears, concerns, and experiences of distress within school environments (Ma et al., 2023). The fight for social justice demands action, and our classrooms are the perfect launchpad for change. We have a unique opportunity to empower our students to become agents of inclusion. By integrating lessons on identity, equity, and historical movements (LGBTQIA+, civil rights, Latinx) we can foster empathy and understanding. This isn’t just about awareness; it’s about inspiring students to advocate for inclusive policies and laws that protect everyone. Imagine the impact – a future shaped by a generation that celebrates diversity and challenges discrimination. Together, let’s ignite the spark for positive change. There’s no turning back, only building a brighter future, one inclusive classroom at a time. Before implementing the unit, it is recommended that the unit be read in its entirety. It is important to note that the unit should be adapted according to the students’ ages and grade levels. The success of this unit depends on creating a truly inclusive and supportive environment for the students. This is essential when exploring the civil rights of the LGBTQIA+ and Latinx communities. The unit should begin with the collaborative establishment of ground rules, developed together with students to highlight the paramount importance of respecting diverse identities and perspectives. This approach not only empowers students to shape their learning environment but also cultivates a sense of collective responsibility to ensure its inclusiveness and safety. Expanding upon this foundational step, it becomes imperative to foster a safe space where open and respectful dialogue can flourish, particularly when broaching sensitive subjects surrounding LGBTQIA+ and Latinx experiences. This nurturing environment encourages students to voice their questions, opinions, and insights without apprehension of being judged or marginalized. Prioritizing respectful dialogue not only nurtures empathy but also facilitates a deeper understanding of the multiple viewpoints that enrich the classroom dynamic. In addition, as teachers, our behavior serves as an example of inclusive practices. It is crucial to be a consistent role model in the use of inclusive language that recognizes and respects all gender identities and sexual orientations. This entails employing correct pronouns, refraining from making assumptions based on gender, and embracing terminology that reflects the diverse spectrum of identities within the LGBTQIA+ community. Through these demonstrations of inclusive language, we not only guide students toward effective communication but also instill in them a deep appreciation for diversity and respectful interaction. Together, these multifaceted strategies pave the way for a profoundly enriching educational experience that celebrates the richness of human diversity and fosters genuine understanding among all students. I will teach this unit to my Spanish 2 classes and my Spanish for Heritage Speakers classes. The content of this unit is also relevant for U.S. History classes through the School District of Philadelphia and nationwide. Therefore, in addition to being essential, this unit is also very useful. Even though I am creating this unit for high school students, it can be adjusted for elementary and middle school students. To adapt the curriculum designed for high school students to be suitable for elementary and middle school students, it is advised to simplify the language, activities, and concepts. However, the primary goal of imparting knowledge about activism and the Latinx civil rights movement should remain unchanged. Here are some examples of adjustments for each component of the unit: By the end of this unit, students will be able to analyze the significance of activism in the LGBTQIA+ Latinx civil rights movement. This analysis will include identifying key events and figures while evaluating their impact on social change. Students will also be able to articulate their own understanding of activism and its potential for positive change. Through engaging activities, students will be able to explore the concept of activism and its role in the Latinx civil rights movement. They will gain basic knowledge of important events and individuals who fought for equality. Students will also be able to identify ways they can contribute in order to positive change in their own communities. a- Timeline of Sylvia Rivera’s Life: b- Primary Source Analysis: c- Case Studies/Scenarios: d- Oral History Projects: All lessons have links to reference materials (articles, videos), handouts, and grading guides (rubrics) I created for free using online templates. Links to these templates are in the speaker notes for your reference so you can create your own materials too. The LGBTQIA+ movement timeline uses a free template (link in speaker notes). I designed this unit to be adaptable for both English and U.S. History classes.
This unit will explore LGBTQIA+ rights and history, using a variety of engaging activities. We’ll begin by unpacking the evolving terminology for people of Latin American descent, fostering an inclusive classroom environment. Next, the unit will proceed to examine the life of activist Sylvia Rivera, tracing a chronology of her triumphs and struggles for equality. To go back in time, we will become primary source investigators, analyzing old historical photos, documents, and two powerful video of Sylvia Rivera’s speech at the 1973 Gay Pride rally. It will be like traveling back in time to understand firsthand that decisive moment in U.S. history and the efforts to achieve civil rights for all. This journey is not over yet, we still have work to do. This unit will not be limited to the past. It will provide scenarios that address the real challenges facing LGBTQIA+ students today. Next, we will address the concept of intersectionality: how aspects of our identity such as race, ethnicity, gender, sexuality, and class intertwine to create a unique experience for each person. Imagine creating vibrant Venn diagrams to see how these circles overlap and shape individual lives. The lessons invite students to become active participants through an oral history project. They will interview local LGBTQIA+ people, whose stories will form a valuable puzzle of lived experiences. Researching historical figures such as Sylvia Rivera will build a deeper connection between past struggles and present realities. The unit will culminate in an energetic social justice campaign aimed at raising awareness in our own school. This unit can be taught at any time, but late May and early June, Pride Month, will be the perfect time to bring closure to the school year. In this way, we will establish a good start to the next school year. It is advisable to work with the student government, the GSA and even the history department. Together we will design a vibrant campaign that will positively impact our school community and the community at large. The grand finale of the unit consists of interviewing a guest speaker, a member of the local GLSEN chapter. If possible, invite a Latinx LGBTQIA+ guest speaker as it would be more relevant to the unit. This interview will give the students the opportunity to learn first-hand about the struggle for equality. This unit will not just be composed of Spanish or history lessons; it will be a step towards a more equitable future based on understanding, empathy and action. Student Assessment Strategies – Formative Assessments: Summative Assessments: Students Self-Assessment: Additional Considerations: Various assessment tools provide a complete picture of student learning and verify that the unit meets its objectives.
Before we begin the unit, we must lay the groundwork for a safe and inclusive learning environment. Here are some key steps: Model inclusive language: Throughout the unit, teachers should consistently use inclusive language that respects all gender identities and sexual orientations. This includes using appropriate pronouns and avoiding exclusionary terminology. Lesson Plan 1: The Importance of Using Inclusive Language Grade Level: 9th grade Materials: Length: One 90-minute class period Objectives: Procedure: Introduction (10 minutes): Discussion (20 minutes): 1.Divide the class into small groups of 3-4 students. Activity – Inclusive Language Makeover (30 minutes): Role-Play (20 minutes): Conclusion (10 minutes): Assessment: Lesson Plan 2: Understanding the Terms Latino, Latina, Latinx, and Latiné Grade Level: 9th grade Materials: Length: One 90-minute class period Objectives: Procedure: Introduction (5 minutes): Definitions and Differentiation of Terms (15 minutes): Group Activity: Definitions and Examples (20 minutes): Assessment: Reflection and Discussion (5 minutes): Instructions: Answer the following questions based on what you have learned about the terms Latino, Latina, Latinx, and Latiné. Lesson Plan 3: Exploring LGBTQ+ and Latinx Intersectionality Grade Level: 9th grade Materials: Length: One 90-minute class period Objectives: 1.The students will be able to understand the concept of intersectionality, specifically in relation to LGBTQ+ and Latinx identities. 2.The students will be able to recognize how different aspects of a person’s identity can intersect and influence their experiences. 3.The students will be able to identify examples of LGBTQ+ and Latinx intersectionality in real-life situations. Procedure: Introduction (5 minutes): Definition and Explanation (40 minutes): 1.Provide a clear definition of intersectionality: “Intersectionality is the idea that a person’s identity is made up of multiple aspects, such as race, gender, class, and ability, which can intersect and create unique experiences and challenges.” + sign: This symbol is used to include other sexual orientations, gender identities, and expressions that are not specifically covered by the other letters. This can include, but is not limited to, pansexual, genderqueer, non-binary, and other identities. The acronym LGBTQIA+ is designed to be inclusive and acknowledge the diversity of experiences within the community. Define Latinx as a gender-neutral term used to describe people of Latin American descent. Conclusion (5 minutes): 3.Encourage students to think about how they can help apply the concept of intersectionality in their own lives and interactions with others. Assessment: Lesson Plan 4: Sylvia Rivera’s Life and Accomplishments Grade Level: 9th Grade Materials: Length: One 90-minute class period Objectives: 1. Students will be able to learn about the life and activism of Sylvia Rivera. Procedure: Introduction (10 minutes): Video Presentation (20 minutes): Discussion and Analysis (30 minutes): Assessment – Reflection Activity (20 minutes): Conclusion (10 minutes): Lesson Plan 5: Sylvia Rivera’s Speech – Y’all Better Quiet Down Grade Level: 9th grade Materials: Length: One 90-minute class period Objectives: Procedure: Introduction (10 minutes): Viewing/Listening to the Speech (20 minutes): Before watching the video, explain to students that foul language is heard in the video. Ask them to think about and understand the context in which Sylvia is speaking, to whom she is speaking and the content of her message. Briefly review the class norms. Analyzing the Speech (20 minutes): Reflection and Discussion (15 minutes): Conclusion (10 minutes): Assessment: Lesson Plan 6: Historical Timeline of the LGBTQIA+ Movement Grade Level: 9th grade Materials: Length: One 90-minute class period Objectives: Procedure: Introduction (5 minutes): Presentation of Timeline (20 minutes): Interactive Activity (40 minutes): Discussion (10 minutes): Conclusion (5 minutes): Assessment: Lesson Plan 7: Comparing and Contrasting Marsha P. Johnson and Sylvia Rivera Grade Level: 9th grade Materials: Length: One 90-minute class period Objectives: Procedure: Introduction (5 minutes): Comparing and Contrasting (30 minutes): Venn Diagram Activity (20 minutes): Reflection and Discussion (20 minutes): Extension Activity or Homework (10 minutes): Conclusion (5 minutes): Assessment: Differentiation: Lesson Plan 8: LGBTQIA+ Activists in the Latinx Civil Rights Movement Grade Level: 9th Grade Materials: Length: Two class periods of 90 minutes each Objectives: Procedure: Introduction (5 minutes): Research Activity (50 minutes): Presentation or Creative Project (30 minutes): Sharing and Reflection (5 minutes): Assessment: Homework: The students will complete a teacher-created crossword in Spanish to review basic terms. Lesson Plan 9: Interviewing a Latinx Member of the LGBTQIA+ Community Grade Level: 9th Grade Materials: Length: 90 minutes Objectives: Procedure: Introduction (10 minutes): Preparing for the Interview (15 minutes): Wrap-up and Conclusion (5 minutes): Assessment (10 minutes): Lesson Plan 10: School-Wide Awareness Campaign for LGBTQIA+ Acceptance in the Latinx Community Grade Level: 9th Grade Materials: 1.Whiteboard/Projector Length: 90 minutes Objectives: Procedure: Introduction (10 minutes): Understanding LGBTQIA+ Acceptance (10 minutes): Empathy and Respect (20 minutes): Awareness Campaign Activities (40 minutes): (e.g., “We Celebrate All Identities in Our Latinx Community”, C- Develop a catchy slogan that promotes unity and acceptance (e.g., Proud to be Me / “Orgulloso de ser Yo”). D- Include key facts or statistics about LGBTQIA+ individuals in the Latinx community. E- List resources such as local LGBTQIA+ organizations or helplines. A- Determine the event’s theme, purpose, and target audience. B- Outline event activities and logistics (e.g., fundraising for an LGBTQIA+ organization, guest speakers, cultural performances). A- Brainstorm informative and engaging text for social media posts. B- Develop visually appealing graphics or images to accompany the text. Reflection and Conclusion (10 minutes): Assessment:
Annotated Bibliography–Teacher and Student Use Biograph. (2022, February 15). Biography of Sylvia Rivera | history | lifestyle | documentary. YouTube. https://www.youtube.com/watch?v=zoGqxbxgsHU Borges, S. (2018). Home and Homing as Resistance: Survival of LGBTQ Latinx Migrants. Women’s Studies Quarterly, 46(3 & 4), 69–84. https://www.jstor.org/stable/26511332 Britannica, T. Editors of Encyclopedia (2024, May 16). Sylvia Rivera. Encyclopedia Britannica. https://www.britannica.com/biography/Sylvia-Rivera Hinds, L., Russo, V., & Gomez, J. (2022, February 21). GLAAD media reference guide – 11th edition – GLAAD. Glaad.org. https://glaad.org/reference/ L020A Sylvia Rivera, “Y’all Better Quiet Down” Original Authorized Video, 1973 Gay Pride Rally NYC. (2019, May 23). Vimeo. https://vimeo.com/user42160507 Jennings, K. (1990). Philly Chapter, Pennsylvania. GELSEN https://www.glsen.org/chapter/philly Lopez, A. P. (2018, September). Color Bloq. www.colorbloq.org. https://www.colorbloq.org/article/the-x-in-latinx-is-a-wound-not-a-trend Marcus, E. (2016, October 13). Sylvia Rivera-Part 1 [Episode 1]. In Making Gay History. The Podcast. https://makinggayhistory.org/podcast/episode-1-1/ Nothing, E., Johnson, M. P., & Rivera, S. (2013). Street Transvestite Action-Survival, Revolt, and Queer Antagonism Struggle. Untorelli Press. https://theanarchistlibrary.org/library/ehn-nothing-untorelli-press-street-transvestite-action-revolutionaries Policy 252 – name change process. School District of Philadelphia. (1996, June). https://www.philasd.org/studentrights/wp-content/uploads/sites/67/2021/02/Policy-252-Name-Change-Process.pdf Retzloff, T. (2007). Eliding trans Latino/a queer experience in U.S. LGBT history: Jose Sarria and Sylvia Rivera reexamined. CENTRO: Journal of the Center for Puerto Rican Studies, 19(1). http://centropr.hunter.cuny.edu/centro-journal The Queer Bible 2019. (2019). Interview: Sylvia Rivera (D. Carter, Ed.). The Queer Bible; The Queer Bible. https://www.queerbible.com/queerbible/2017/10/8/interview-sylvia-rivera-by-leslie-feinberg. Additional Works Cited The National Standards Collaborative Board. (2015). World-Readiness Standards for Learning Languages. 4th ed. Alexandria, VA: Author. https://www.actfl.org/educator-resources/world-readiness-standards-for-learning-languages#2 Falcon, R. (2023, September 2). Latinx’: Why do many Hispanics hate the term? “Latinx”: Why Do Many Hispanics Hate the Term? | KTLA. Fisher, E. S., Komosa-Hawkins, K., Saldana, E., Thomas, G. M., Hsiao, C., Rauld, M., & Miller, D. (2008). Promoting School Success for Lesbian, Gay, Bisexual, Transgendered, and Questioning Students: Primary, Secondary, and Tertiary Prevention and Intervention Strategies. The California School Psychologist, 13(1), 79–91. https://doi.org/10.1007/bf03340944 Galvez, A. (2022). The Journey to a Consensus of Gender-Neutral Language in Spanish: Does -x Really Mark the Spot? 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As conservatives target schools, LGBTQ+ kids and students of color feel less safe. https://www.pbs.org/newshour/education/as-conservative-adults-target-schools-lgbtq-kids-and-students-of-color-feel-less-safe National Center for Transgender Equality. (2017). Schools. National Center for Transgender Equality. https://transequality.org/know-your-rights/schools National Center for Transgender Equality. (2017). Schools. National Center for Transgender Equality. https://transequality.org/know-your-rights/schools Reduce bullying of lesbian, gay, or bisexual high school students — Data – Healthy People 2030 | health.gov. (2023). Health.gov https://health.gov/healthypeople/objectives-and-data/browse-objectives/lgbt/reduce-bullying-lesbian-gay-or-bisexual-high-school-students-lgbt-05/data Vargas, N., Clark, J. L., Estrada, I. A., De La Torre, C., Yosha, N., Magaña Alvarez, M., Parker, R. G., & Garcia, J. (2022). 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ACTFL Standards in Language Learning The ACTFL (American Council on the Teaching of Foreign Languages) standards play a crucial role in designing and implementing units in world-language classrooms nationwide. They are known as the 5 C’s; Communication, Culture, Connections, Comparisons and Communities. Each one of these goal areas is then divided into standards. These standards provide a framework for language teachers to guide their instruction and ensure that students develop proficiency in the target language while also gaining cultural understanding. This unit is designed to be taught in Spanish and English addressing the students’ needs and different proficiency levels. Communication Goal: Communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes. This includes the skills of speaking, listening, reading, and writing. The communication goal is divided into three Communication Standards which are the following: 1- Interpersonal communication 2- Interpretive communication 3- Presentational communication This unit provides various communication activities such as discussing topics and reading. The implementation of the Communication standards the students improve their language skills and develop a deeper understanding of the issues surrounding Latinx LGBTQIA+ movement. Culture Goal: Interact with cultural competence and understanding. The culture goal area is divided into two culture standards. 1- Relating cultural practices to perspectives 2- Relating cultural products to perspectives In this unit, students can explore the cultural perspectives, experiences, and contributions of Latinx LGBTQIA+ individuals in the U.S. By examining the history, struggles, and achievements of this community, students gain a broader understanding of the diverse cultures within the Latinx community and the importance of LGBTQIA+ civil rights. Connections Goal: Connect with other disciplines and acquire information and diverse perspectives in order to use the language to function in academic and career-related situations. The Connections Goal is divided into two standards: 1- Making connections 2- Acquiring information and diverse perspectives The Connections standard encourages students to make connections between the target language (Spanish) and other disciplines. In this unit, students can explore connections between Spanish and history, social studies, and current events. By integrating these subject areas, students gain a more comprehensive understanding of the social, historical, and cultural contexts that shape Latinx LGBTQIA+ civil rights. Latinx history is US history. Comparisons Goal: Develop insight into the nature of language and culture in order to interact with cultural competence. The Comparison standards include: 1- Language comparisons 2- Cultural comparisons The Comparisons standard focuses on the ability to compare languages and cultures, and to use this knowledge to enhance language learning. It encourages students to develop a deeper understanding of their own language and culture through the study of other languages. Communities Goal: Communicate and interact with cultural competence in order to participate in multilingual communities at home and around the world. 1- School and global communities 2- Lifelong learning The Communities standard emphasizes the understanding and participation in various communities, both locally and globally, through language learning. It includes engaging with diverse communities and using the target language beyond the classroom. This helps students develop a sense of empathy and cultural awareness. These standards provide a comprehensive framework for effective language education and promote lifelong language learning. This unit integrates language learning with important social issues, making the lessons relevant and impactful for all.