LGBT: Defense of Humanity Act

Date Developed: 8/01/14

DOMA

Title: DOMA and LGBT Commemorative Month

Date: June 12, 2013

Collection: Library of Congress  

 

Lovin V. Virginia

Title: Loving v. Virginia

Date: 1966

Collection: The Oyez Project at IIT Chicago-Kent College of Law  

 

PLAW

Title: PLAW

Date: Sept. 21, 1996

Collection: From the U.S. Government Printing Office  

 

Windsor

Title: United States V. Windsor

Date: June 26, 2013

Collection: Legal Information Institute

 

Perry

Title: Hollingsworth v. Perry

Date: 2012

Collection: The Oyez Project at IIT Chicago-Kent College of Law  

 

LGBT Pride

Title: Lesbian, Gay, Bisexual and Transgender Pride Month

Date: 1998-2010

Collection: Library of Congress

 

Activities

  • All activities can work in conjunction with any of the primary sources from the Library of Congress. It is the teacher’s discretion as to which documents and activities to use.
  • Have students keep portfolios of all their classwork.
  • Videotape or take pictures of in class activities. Be certain to gain parental approval first.

 

Select primary picture to analyze with your students.

  1. How does seeing the image change your view?
  2. What sort of questions does seeing the image answer? What new questions arise?
  3. What sort of information can you get about the LGBT community? (What can I learn from looking at these historical images?)
  4. Can I see the photographer’s bias by looking at his/her photograph? What do I know about him/her? Did race, age, or gender influence how/why/when this image was taken?
  5. Who is the photographer’s intended audience?
  6. Think Pair Share: 
    Have students select a picture to study. 
    Have them become the experts on the picture. 
    After that, have them ask their partners to describe their intentions behind selecting particular pictures. 
    What was s/he hoping the other student would see?

 

Select a document that addresses factual evidence (Court rulings or laws), for example, documents from the Supreme Court rulings. Students must read an article that presents a different point of view. If the student read an article in favor of a court decision, they must also read an article that is against the court’s decision.

Examples: 3 articles on a court ruling dealing with the rights of the LGBT community case (pro, con, neutral). Present both sides of the issue.

 

Create 3 charts that depict (Group or individual):

  1. Our event- a visual representation of the court’s ruling
  2. The result of the event- a visual representation of the long term implicates of a court ruling for either community, national, or global implications
  3. How the event influenced you- Draw a representation of how the court ruling impacts you directly 
    Must include:
    1.  Visuals (pictures, charts, and graphs)
    2.  Legend
    3.  Descriptions

Create a propaganda piece: 

  • Options  
    Against a particular cause - a visual to represent your views of the court ruling and the implications 
    Against a particular person - a visual of a particular person that you viewed in a negative light
  • Using 
    Print 
    Spoken 
    Artistic 
    Visual 

    Have fun!!! 
    Be Creative!!! 
    5 minutes to present

Resource List