Procedures

• Introduction

  Have students open the Handout: Vocabulary Preview: Don't Ask, Don't Tell (Google Doc).

  Students will define the terms and phrases before using the videos for the assignment. They can search with Google or a dictionary for a definition.

  As they watch the videos, students should update the chart to write down the relevance and connection between the terms and the Don’t Ask, Don’t Tell (DADT) debate. Optionally, students may add quotes from speakers using these words in context.

  The vocabulary list can be amended depending on level of student knowledge.

• Assignment: Step 1

  Instruct students to open the Handout: Note-Taking Chart: Don't Ask, Don't Tell (Google Doc).

  Watch the first 2 clips as a class and ask students to fill in the first chart as they view. Review with students to ensure they understand the changes made by this policy, and address any misunderstandings.

  If time and technology permit, students may also research the details of this policy further (see related articles for suggested resources).

• • Video Clip 1: Defense Secretary Aspin Testifies on "Don't Ask, Don't Tell" (2:44)

  • Video Clip 2: Bill Clinton Defends the "Don't Ask, Don't Tell" Policy (3:44)

• Assignment: Step 2

  Have students watch clips 4 and 5 to hear from service members about their experience with "Don't Ask, Don't Tell".

  They will fill in the second section of the Note-Taking Chart about what they experienced and how they were impacted by the law.

• • Video Clip 3: Major Jeff Clegorn's Experience With the "Don't Ask, Don't Tell" Policy (3:54)

  • Video Clip 4: Major Almy on Military Discharge Under "Don't Ask, Don't Tell" Policy (2:54)

• Assignment: Step 3

  After completing this section, students will watch clips from the 2010 debate about whether to repeal the "Don't Ask, Don't Tell" policy.

  With each clip, students will identify if the speaker supports or opposes repealing DADT and summarize and quote their arguments for or against.

  This section can be completed by students individually, in pairs, or small groups, depending on time.

• • Video Clip 5: General Conway on "Don't Ask, Don't Tell" (3:03)

  • Video Clip 6: Rep. Pence Speaks Against Repealing "Don't Ask, Don't Tell" (2:55)

  • Video Clip 7: Sen. Franken Opposes Don't Ask, Don't Tell (3:21)

  • Video Clip 8: President Obama Remarks at Signing of the Don't Ask, Don't Tell Repeal (1:58)

• Optional Extension

  In 2019, the Trump administration amended the policy on service members who are transgender.

  Under the policy, no one who has transitioned to another gender, identifies as transgender, or who requires hormone treatment will be able to enlist.

  The Supreme Court allowed this policy to go into effect while it is litigated in the lower courts.

  Have students watch the following clips and answer the corresponding questions.

• Video Clip 9: Nina Totenberg on the Transgender Troop Ban (3:44)

  • What did the lower courts decide on the Trump administration’s ban on transgender service members?
  • What did the Supreme Court decide on the ban? What was their justification?
  • Why do you think the courts believe presidents should have more authority to make decisions related to the military? Do you agree with that belief?

• Video Clip 10: Naval Officer Paula Neira on Being Transgender in the Military (4:57)

  Video Clip 11: Lieutenant Commander Blake Dremann on Transgender Service Members (4:18)

  • What are Officer Neira and Lieutenant Commander Dremann’s experiences in the military? What challenges did they face?
  • What is the connection between their experiences and those of gay and lesbian service members under “Don’t Ask, Don’t Tell”?