14 Lesson Plan 3 (Interact) Using Archival Audio Oral History to Explore LGBT Civil Rights Students should be in collaborative groups for this lesson. Duration: 1 to 2 class periods Materials: Give Voice to History Project Introduction; Deborah Johnson and Zandra Rolón Part I archival audio oral history (both audio files are located at UnErased.org/NYC8; see the Addenda for the transcripts) Guiding Questions: ● What were Johnson and Rolón’s motivations for protesting the incident at Papa Choux restaurant? ● Is nonviolent protest effective? Learning Outcomes: Students will be able to ● explore times, places, and ways in which different groups have struggled for equality; ● analyze the use of nonverbal protests during struggles for equality and evaluate their effectiveness. Step 1: Students listen to the Give Voice to History Project Introduction audio recording. Step 2: Introduce Deborah Johnson and Zandra Rolón Part I archival audio oral history (for background information, see page 15). Step 3: Students listen to the audio recording. Step 4: In collaborative groups, students discuss the Guiding Questions and complete the Inquiry Organizer (page 9 of the Student Guide). Step 5: (optional) Students engage in a whole class discussion about the Guiding Questions and additional questions and observations. Step 6: Students conduct research and work collaboratively to complete the Methods of Nonviolent and/or Nonverbal Protest Organizer (page 10 of the Student Guide). Recommended: Students find at least two additional examples of nonviolent protests and understand that this initial research will be part of their final assessment. Observations: What did you notice? What other thoughts do you have? I was surprised to hear Rolón say she hadn’t faced discrimination. Inquiry Organizer Directions: After listening to the first Johnson and Rolón Give Voice to History Project archival audio oral history, complete the table below. For a transcript of the interview, see the Addenda. What else do you want to know? Were there laws protecting LGBT people in every state in the 1980s? Where might you be able to find the answer to this question? Is this a reliable source of information? Google search on laws and LGBT websites. Lunch counter at the old Woolworth’s five- and-dime in Greens- boro, North Carolina, site of the famed 1960 sit-ins. Photo by Carol M. Highsmith courtesy of the Library of Congress. 9 10 Methods of Nonviolent and/or Nonverbal Protest Organizer Directions: After listening to the first Johnson and Rolón Give Voice to History Project archival audio oral history, conduct research into types of nonviolent and/or nonverbal protest to complete the table below. For a transcript of the interview, see the Addenda. Type of nonviolent and/or nonverbal protest Sit-in Raising one’s fist Refusing to stand Taking a knee Blockading or blocking Die-in March/walk Hunger strike Refusing to move • • Groups or individuals who used this form of protest Four black students sit at Woolworth’s lunch counter reserved for whites. Year 1960 Purpose Protesting segregation Effectiveness of the protest Sit-ins occur across the South, support comes from all across the U.S. What evidence did you use? P = primary source; S = secondary source Photo (P); article on website (S) • Use these fields for any other types of nonviolent and/or nonverbal protest you may discover during your research.