Summary:
It is a retelling of the fight, and events leading up to, between Emile Griffith and Benny Paret. This article is not only a fascinating read, it also touches on many of the issues our standards cover for the 1960's.
Lesson Ideas:
U.S. - 1960's Civil Rights for African Americans and LGBTQ
To read the full article click here.
Special note: if you have your students read it you should black-out a word before passing it out.
It is a retelling of the fight, and events leading up to, between Emile Griffith and Benny Paret. This article is not only a fascinating read, it also touches on many of the issues our standards cover for the 1960's.
- Griffith is a gay, black man
- Paret is an Afro-Cuban immigrant
Lesson Ideas:
U.S. - 1960's Civil Rights for African Americans and LGBTQ
- While reading this article, have students take notes on what is being said about race, sexuality, and masculinity.
- When they are done with their list, have a conversation:
- Have students look at the quote and make connections to the text, "The most potent weapon of the oppressor is the mind of the oppressed."--Steven Biko.
- They should be able to state how Paret discriminated against Griffith for being gay, and thus doing the work of the oppressor, even though he understood the pain caused by oppression (the text mentioned him being denied entrance to the zoo).
- Explain the concept of double oppression and give examples from the text.
- You could also bring up the concept of oppression trough words; how, in both English and Spanish, there are more negative than positive ways to say gay or homosexual and how that negative connotation plays into our psyche.
- Have students look at the quote and make connections to the text, "The most potent weapon of the oppressor is the mind of the oppressed."--Steven Biko.
To read the full article click here.
Special note: if you have your students read it you should black-out a word before passing it out.