Teaching about “The National Union of Mineworkers strike” and “gay rights” using the movie Pride

Background

PRIDE is inspired by an extraordinary true story.  It’s the summer of 1984, Margaret Thatcher is in power and the National Union of Mineworkers is on strike, prompting a London-based group of gay and lesbian activists to raise money to support the strikers’ families.  Initially rebuffed by the Union, the group identifies a tiny mining village in Wales and sets off to make their donation in person.  As the strike drags on, the two groups discover that standing together makes for the strongest union of all. Margaret Thatcher, 1983 (Photo credit: Wikipedia)

Lesson plan

1. Before watching the movie research and write a short text about the following topics: The Miner strike, Margaret Thatcher, and the gay rights in the UK during the 1980s. Work in groups of two
2. Watch the movie, if you are a student in Norway you can watch the movie here. NDLA
3. After watching the movie using this article as a source “The Guardian.”, write about the following topics;

•  How could the Gay Pride comrades support a group that answered by beating them up every day? The very people they are now asked to support. Despite hefty donations, many of the miners and their wives remain frostily hostile to the incomers amid growing anxieties about Aids.
• How did the miners return the favor?
• What role did Margaret Thatcher play in the miner strike and how long did it last?
• Did you learn anything by watching this movie that you did not already know?
• Tasks in Norwegian found here;  study sheet Source: FilmWeb

Comprehension Questions

1. What motivates the London-based group of gay and lesbian activists to support the miners, and how do they go about building a connection with the mining community in Wales?
   • This question focuses on the characters’ motivations and their initial attempts to bridge differences, helping students analyze the early stages of their collaboration.
2. How do the prejudices and misunderstandings between the miners and the LGBTQ+ group evolve throughout the movie? Provide specific examples of scenes that show a shift in their relationship.
   • This question encourages students to track character development and the growing solidarity between the two groups.
3. What role does the media and public perception play in shaping the attitudes of the miners and LGBTQ+ activists towards each other? How does this reflect broader societal attitudes of the time?
   • This explores the influence of external factors like media representation and societal norms on the events depicted in the movie.
4. How does the character of Joe (‘Bromley’) develop over the course of the film, and what does his journey say about personal identity and courage?
   • This focuses on individual character development and themes of self-discovery, allowing students to connect with the story on a personal level.
5. What message does the film Pride convey about the power of solidarity and allyship between marginalized groups? Do you think this message is still relevant today? Why or why not?
   • This question invites students to reflect on the overarching themes of the movie and relate them to contemporary social issues.

Emotional and Personal Reflection

• Empathy Exercise: Reflect on a time when they experienced or witnessed prejudice. How did it affect them? What parallels can they draw to the characters in the movie?
• Values Discussion: Write a short paper on the values depicted in the film, such as bravery, compassion, and mutual support, and how these values apply to their lives.

All Out! Dancing in Dulais is a documentary produced in 1986 by members of Lesbians and Gays Support the Miners (LGSM) and Lesbians Against Pit Closures. It captures the real-life alliance between the LGBTQ+ community and the miners during the 1984–1985 miners’ strike in South Wales, which inspired the film Pride.