Lesson 3
Lesson 3: Transgender historical and modern-day icons
Students are now very familiar with the concept of gender identity and vocabulary related to gender identity as well as thinking about gender issues. They should also be familiar with some of the different ways gender identity is understood in different parts of the world. Drawing on this knowledge, students will take on a project in which they research and present on a transgender icon by creating their own video.
Review Activity:
Remind students of what they have learned in the last two lessons: gender identity vocabulary, gender identity around the world.
Questions:
Who remembers what “transgender” means?
What does it mean to be “nonbinary”?
Is gender identity understood in the same way around the world? What are some examples of how other cultures see gender identity?
Introduction:
Introduce and explain instructions for video project assignment: (follow along on Appendix D if possible)
They will be forming groups of two.
They will be choosing a famous transgender person to research and create a video about.
Explain details on how to create the video and what students need to include.
They will be graded according to this rubric (display Appendix C)
Show portion of Appendix B to example good speaking.
Show Appendix B.2 as example completed project (slides from video are available in Appendix B.3)
Divide students into groups of two.
Display and explain Appendix A
Assign each group a person from the list
Activity 1:
Explain directions for mini presentation: (follow along on Appendix D if possible)
In their pairs, they will have 30 minutes to research their subject and create a 5 slide mini presentation
The presentation should consist of a brief introduction to their subject and video ideas they would like to implement
After 30 minutes, divide the pairs into around 5 groups of 3 (may vary depending on size of class)
Class will have 15 minutes for pairs to present their presentations to the other two pairs in their group
The goal of this activity is to have students get a foundation for their video and give other groups ideas for what to talk about with their person
Activity 2:
Explain directions for script activity: (follow along on Appendix D if possible)
They will spend 20 minutes researching their person and writing a short script summarizing the most important facts about their person.
After 20 minutes, they will find a new partner and read their scripts to each other.
They will grade each other’s speeches on a peer review sheet.
CCQs
How much time do you have to research and write?
Will you stay in your same group after the 20 minutes?
What are you doing with your new partner?
Pass out peer review sheets to each student.
Start a 20 minute timer. Students will start researching the person of their choice and writing a short script.
After 20 minutes, students will find a new partner, and they will read their scripts to each other.
Students will grade each other’s speeches on the peer review sheet.
Conclusion
End the class with reminding students the due date for their video projects and that the videos will be played later for the whole class
Appendix:
Caveats:
If you:
do not have internet access
do not have a way to record themselves
do not have a space to project the slides
do not odd number of students
want students to do the research on their own
