Teaching activism with an NCSS notable trade book: Stitch by Stitch: Cleve Jones and the AIDS Memorial Quilt

Book recommended for 3rd grade - 5th gradeLesson recommended for 5th grade This lesson is designed for several class periodsStitch by Stitch: Cleve Jones and the AIDS Memorial Quilt tells the story of Cleve Jones, a pivotal LGBTQ+ and AIDS activist. The book recounts the creation and history of the AIDS Memorial Quilt, detailing its impact on raising awareness about the profound effect of AIDS on the gay community and ultimately driving life-saving change. The following lesson plan uses the text to support educators in centering voices that are often absent from traditional social studies curricula. In doing so, teachers play a crucial role in addressing the historical erasure of marginalized groups and the disempowerment it perpetuates, while also providing students with a more comprehensive and accurate picture of the past (Heafner, 2020).More specifically, this lesson plan demonstrates how educators can utilize art and literature as tools to foster critical pedagogies in their classrooms. When creating critical classroom spaces, educators must expand their practices to go beyond standards and rote memorization of names, dates, and places; practices typically associated with traditional social studies classrooms (Pohl and Beaudry, 2015; Wolk, 2003). By incorporating a trade book instead of a conventional textbook, this lesson sets the stage for a more nuanced and human-centered exploration of historical events, specifically the AIDS epidemic and the activism of the LGBTQ + community. Critical literacy spaces also incorporate opportunities for students to connect to situations despite “historical or experiential distance” (Labadie et al., 2012, p. 119). Within this lesson, the trade book serves as a vehicle to promote empathy and critical engagement by providing students with an opportunity to analyze a historical event that occurred over thirty years ago, not as a distant fact, but as a lived experience that remains relevant today.The lesson also provides students with a meaningful opportunity to learn about a marginalized community whose histories and contributions receive significantly less attention in traditional social studies curricula and classrooms (Fowler and LaBounty-McNair, 2019; Maguth and Taylor, 2014). When creating critical classroom spaces, teachers must center voices and stories that are often absent from classroom materials (Wolk, 2003). In 2016, the National Council for the Social Studies passed a resolution explicitly supporting the inclusion of LGBTQ + issues in the social studies curriculum, stating, “social studies teachers are in a position to be able to address both the history and current standing of rights for the LGBTQ + community” (National Council for the Social Studies, 2017). However, this professional guidance is challenged by a contradictory legislative trend that has emerged across the United States regarding LGBTQ + education. California, Colorado, Illinois, Nevada, New Jersey, Oregon, and Washington have adopted inclusive curricular mandates to ensure the inclusion of LGBTQ + perspectives and stories within classroom materials (GLSEN, 2024). While at the same time, other states such as Alabama, Arkansas, Florida, Indiana, Kentucky, Louisiana, and North Carolina are actively censoring instruction on LGBTQ + people and topics (GLSEN, 2024). These legislative mandates present a challenge for classroom teachers, but also underscore the importance of a critical classroom approach. Integrating voices, stories, and perspectives that are traditionally absent from conventional materials counters exclusionary policies and creates spaces for students to engage with diverse perspectives and contemporary issues in the classroom.While Stitch by Stitch: Cleve Jones and the AIDS Memorial Quilt details a historical event, the book's message and themes of activism and social change resonate with important contemporary concepts and issues that remain relevant today. The trade book serves as a launchpad for students to consider other relevant issues facing communities and analyze how art can serve as a medium for increased awareness, change, and activism. In keeping with a critical literacy stance, students are actively engaged through an inquiry-based gallery walk, where they question and examine contemporary examples of art activism. At the end of the lesson, students have the opportunity to brainstorm and conceptualize their own activist art project that connects to an issue they believe is important.Using art and literature to explore social issues directly aligns with best practices for elementary social studies, exemplifying that “powerful social studies is grounded in intellectual quality that allows learners to see the relevance and applicability of social studies topics to their daily lives” (National Council for the Social Studies, 2023). This approach also aligns directly with characteristics of critical literacy, which also emphasizes the importance of connecting students' lives to texts (Norris et al., 2012). By participating in the outlined activities, students engage with important social studies and critical literacy pedagogies, enabling them to critically analyze societal challenges, understand diverse perspectives, and become active and engaged participants in society by discussing and designing solutions to real-world issues.Stitch by Stitch: Cleve Jones and the AIDS Memorial Quilt tells the story of Cleve Jones, tracing his path to becoming a prominent activist and highlighting the creation and legacy of the AIDS Memorial Quilt. Author Rob Sanders weaves poetry stanzas throughout the text, complementing the life story of Cleve Jones with verse. The book also provides supplemental materials, including a discussion guide, glossary, and two timelines, making it an excellent resource for classroom teachers.Estimated time to complete: Approximately 25–30 minutesObjective: Students will be able to explain, using information from Stitch by Stitch: Cleve Jones and the Aids Memorial Quilt, how the AIDS Memorial Quilt functioned as both a memorial and an artistic tool that raised awareness and led to change.Assessment method- Student observationAssessment: In the exploration section of this plan, students are first assessed when they engage with the “see, think, and wonder” strategy. Students should be provided with each prompt individually so they have time to think through their answers and focus on just one question at a time. Students should first share their answers with a classmate and then with the whole group. During the read-aloud, students are assessed using the provided guiding questions. The goal is for students to build background knowledge, understand the historical context of the AIDS Memorial Quilt, and consider how art can be used as a tool for societal change and activism.Estimated time to complete: Approximately 60 minutesObjective: Students will analyze various forms of art that raise awareness or have led to change within the United States.Assessment method- Student Work SampleAssessment: In the development section of the lesson, students complete the Art as Activism Analysis Form. Teachers can collect this form for a more formal evaluation of student understanding, or can also assess student engagement and comprehension through observation of the gallery walk and the subsequent whole-class review and discussion.Estimated time to complete: 25–30 minutesObjective: Students will be able to identify a contemporary societal issue and conceptualize a blueprint for an art project that aims to raise awareness or create change.Assessment method- Student Work SampleAssessment: For the final portion of the lesson, students complete an Art as Activism Planning Template. The purpose of this tool is for students to apply what they have learned about effective art activism, identify a societal issue they consider important, and recognize the potential for art to drive civic engagement. The template guides them through essential questions they should consider when designing activist art, such as the audience, purpose, and overall goal. Students have an optional opportunity to create a rough sketch of their art.As educators, the classroom spaces we create must be inclusive of all stories, histories, and individuals, particularly those that are actively silenced or erased. The lesson detailed in this paper emphasizes the beneficial role of trade books in highlighting these narratives, while also connecting students to broader themes of art activism, societal issues, and social change. Ultimately, the approach serves as a model for educators on how to incorporate critical literacy practices into their classrooms, empowering students to identify complex social issues and consider solutions and actions for change.Table A1Teacher guide: comprehension and discussion questions for Stitch by StitchComprehension and discussion questionAnswer1) Look at the title page illustration. What famous landmark do you see?Washington Monument2) Why do you think the quilt from Cleve’s great-grandmother was so special to him?Cleve’s great-grandmother made the quilt just for him, and he used it when he was sick3) Does anyone have an item from a family member that they received as a baby that is special to them? Why?This question is optional, and students' answers will vary, but this is a great opportunity for students to make personal connections to the text4) What were some of the hard times that Cleve went through as he grew up?Cleve was bullied, and his parents did not accept him when he said he was gay5) The author used phrases like “patchwork of friends” and “held together by a common thread” to describe Cleve’s friend group. What is he comparing Cleve’s friend group to?A quilt6) Who did Cleve work for?Harvey Milk7) What does it mean to be a mentor?A mentor is someone who supports, guides, and leads a less experienced person8) What does it mean to be treated unfairly?Being treated unfairly means not having the same opportunities or rights as others9) How did Cleve and his friends react to the assassination of Harvey Milk and Mayor George Moscone?They held memorials (draw students' attention to the We Remember Harvey and George sign)They were angry, sad, and hurt10) What was the name of the disease that was making many men sick?Acquired Immunodeficiency Syndrome (AIDS)11) Why do you think some people, doctors and the government did not care about AIDS?Fear, prejudice, and misinformation12) How did Cleve get the idea for the AIDS Memorial quilt?Cleve asked people to write down the names of individuals who died of AIDS. They were taped together on a wall, and it reminded Cleve of a quilt13) Why do you think people were inspired to create quilt panels?It was a way to remember their loved ones while also taking action14) Where were the panels ultimately displayed?National Mall in Washington, DC15) Why do you think the creators of the quilt chose Washington, DC?Washington, DC, is the nation's capital- the creators wanted to bring national attention to AIDS16) What was the impact of the quilt?People began to take AIDS seriously, and the government and medical community began to respondArt has a long and powerful history of being used within communities to raise awareness and create lasting change. To support this lesson, several examples are listed below, each accompanied by background information and links to additional information and images that can be used in the gallery walk. The provided examples worked well with fifth-grade students; however, teachers are encouraged to include other resources as they see appropriate (especially if there are local examples in their communities).