More Than a Game: Tennis Legends Who Fought for Equality
Grade Level
6–8
Big Idea
Power, protest, and the game of tennis.
This lesson plan, created as a part of the 2025 For Educators By Educators cohort, takes a closer look at how sports can align with major social movements. During the lesson, students will analyze primary sources to explore how three specific tennis players championed advocacy and cultural change.
Guiding Questions
- How did Althea Gibson, Billie Jean King, and Serena Williams use their platforms to challenge inequality?
- In what ways did their matches reflect and influence social and political movements?
- How has women’s tennis evolved as a site of advocacy and cultural change?
45–60 Minutes Total
- Describe the contributions of Althea Gibson, Billie Jean King, and
Serena Williams to tennis and social change. - Analyze how Gibson, King, and Williams’ careers aligned with
major social movements, including civil rights and gender equality. - Compare and contrast the challenges and achievements of these
athletes. - Reflect on how sports can influence broader societal attitudes
about race, gender, and equity.
Vocabulary and Key Terms
- Title IX
- Civil Rights Movement
- Gender Equity
- Professional Tennis Association
- Activism
- Representation
- Equal Pay
NWHM Biographies
- Althea Gibson | National Women’s History Museum
- Billie Jean King | National Women’s History Museum
- Serena Williams | National Women’s History Museum
Supporting Resources
“Who are the Leading Ladies of Tennis?” Jigsaw Template
3 Circle Venn Diagram
Althea Gibson
Match Clip | 1957 Wimbledon Althea Gibson Wins
This clip utilizes outdated terminology. Please see the PSA at the beginning of the lesson for guidance on using this clip.
Match Clip | Althea Gibson wins Wimbledon crown 1958
No audio.
—
Billie Jean King
Match Clip | Best of Billie Jean King at the US Open
—
Serena Williams
Match Clip | Serena Williams | Top 10 points of US Open 2020
Even first 20 seconds.
Warm Up
Before beginning the lesson, present students with this PSA: Some of the historical materials in this lesson include language that was commonly used in the past but is no longer considered appropriate or politically correct today. While these terms reflect the time period in which they were written, it’s important to approach them with an understanding of how language and societal values have evolved. Discussing this context helps us better understand both the challenges people faced and how we talk about them today with respect and care.
Play a short highlight reel of the key matches (about 30 seconds each from those linked above). While students watch, they fill in the LoC Primary Source Analysis Tool, noting Observations, Reflections, and Questions.
Students share with groups/share with class what questions they have moving into the rest of the lesson.
Understanding Career Significance
-
Sort students into groups of 3.
- Students complete a jigsaw activity consisting of three portions—one for each of the three female tennis stars. The goal of each piece of the jigsaw is to help students understand the woman’s story as well as the historical significance of what they were combatting during their time on the court. Students only complete one piece of the jigsaw and become the “master”of that piece. They may also watch an additional clip of their assigned tennis star.
- After completing their assigned section, all students will complete the “Answer This” box on the lower right hand side of the jigsaw.
- In small groups, students share information for each of their jigsaw pieces. Practicing active listening, the rest of the group copies information into their graphic organizers.
- After filling in the graphic organizer with information about each woman, the teacher will project a three-circle Venn Diagram. Class will work together to fill in the Venn Diagram comparing and contrasting the three women’s challenges, successes, and legacies.
Summarizer
Students complete ticket out the door:
Low Floor: Which athlete do you think had the biggest impact, and why?
High Ceiling: How have women athletes shaped conversations about equality and justice in America?
- Completed jigsaw tile and board.
- Ticket out the door response.
Modification ideas to accommodate IEPS, 504s, etc.
- Options to modify readings… Take out pieces that aren’t necessary to the assignment, partner students with on-grade level peers, place an emphasis on studying aspects of the photographs and how they connect to the readings. Additionally, Artifact #2: Billie Jean King has the least amount of reading and contains a video analysis. For Artifact #3: Serena Williams, her essay written for Fortune Magazine contains a “read to me” option at the top under the header so students may listen to the essay instead.
- Two ticket out the door questions have been provided in the form of low floor-high ceiling to accommodate both lower level and higher level learners. Assign or allow students to choose which question they respond to.
- Provide sentence starters and visual aids for students who need scaffolding.
- Offer audio summaries or captioned videos.
Extension Activities
-
Students complete a case study analysis of the U.S. Women’s Soccer Team’s fight for equal pay, drawing parallels to the tennis legends’ advocacy.
-
Research another woman athlete who used her platform for social change (e.g., Megan Rapinoe, Simone Biles).
-
Create a podcast episode or video explaining why sports are powerful tools for advocacy.
Options for incorporating Dimension 4: Taking Informed Action of the C3 Framework
- Playing for Change Social Media Campaign: Students use what they’ve learned from stories of women like Gibson, King, and Williams to create a social media post that advocates for equity in some capacity (racial equality, gender equality, pay equality, representation, etc). Include a call to action in the post. Students can use tools like Canva instagram templates to design their post.
- Change in Sports Panel: Students research and assume the role of a sports legend and sit on an expert panel in which they share their experiences and advocate for reform in the sports industry. Students can assume male and female roles (ex. If advocating for equal pay in sports, male legends may take on the role of an ally for female legends.)
Reflection and Teacher Notes
- See the PSA at the beginning of the lesson for guidance on the utilization of outdated terminology that is present in some resources.
- Note students’ comfort level discussing topics like racism and gender equity to inform future lessons.
- Consider lesson pacing.
C3 Standards
D2.Civ.14.6-8. Compare historical and contemporary means of changing
societies, and promoting the common good.
D2.His.2.6-8. Classify series of historical events and developments as
examples of change and/or continuity.
D2.His.3.6-8. Use questions generated about individuals and groups to
analyze why they, and the developments they shaped, are seen as
historically significant.