LBGTQ Unit

LGBTQ Unit Outline

Enduring Understandings:
• Prejudice and Discrimination are still prevalent today but are manifested in ways that make those perpetrating them ignorant and unaware that they are doing so.
• You can never really understand someone else’s experiences in life by outside appearances.
• Art is a powerful medium of influence – both positive and negative.

Essential Questions:
• How do we place ourselves within the global community in relation to others through examination of minority issues?
• How are discrimination and prejudice perpetrated?
• How can you understand someone else’s experiences?
• Should hate crimes have more severe punishments?
• What constitutes a hate crime?
• How can art be used to create social, political and cultural influence?
• How do we examine the submerged aspects of personality?
• How do we examine the causes behind discrimination?

New York State Standards:
Standard Four
• express their thoughts and views clearly with attention to the perspectives and voiced concerns of the others in the conversation
• engage in conversations and discussions on academic, technical, and community subjects, anticipating listeners’ needs and skillfully addressing them
• study the social conventions and language conventions of writers from other groups and cultures and use those conventions to communicate with members of those groups
• use a variety of print and electronic forms for social communication with peers and adults

Chancellor’s Regulation A-832:
Bias-based harassment, intimidation and/or bullying is any intentional written, verbal, or physical act that a student or group of students directs at another student or students which: (1) is based on a student’s actual or perceived race, color, creed, ethnicity, national origin, citizenship/immigration status, religion, gender, gender identity, gender expression, sexual orientation or disability; and (2) substantially interferes with a student’s ability to participate in or benefit from an educational program, school sponsored activity or any other aspect of a student’s education; or (3) creates a hostile, offensive, or intimidating school environment; or (4) otherwise adversely affects a student’s educational opportunities.
Materials:
BOOKS
• The Perks of Being a Wallflower, by Stephen Chbosky
• “Am I Blue,” by Bruce Coville
• If You Come Softly and Behind You, by Jacqueline Woodson
ARTICLES
• “California's top court overturns gay marriage ban,” By Lisa Leff, Associated Press Writer
• “Clovis High School Yearbook Features Gays,” Associated Press (Friday, May 23, 2008)
VIDEOS
• “Think Before You Speak” advertisements
• The Laramie Project (2002 HBO Films)
OTHER RESOURCES
• GLSEN Lunchbox

Assessment Evidence:
• Whole class discussions with adults and peers
• Written reflections about those discussions
• Written reflections about reading and viewing assignments
• Art work that seeks to address current social, political, or cultural issues in a positive manner
Learning Activities:

WORKSHOP: The Diversity Iceberg

SURVEY: Attitudes Towards Difference (adapted from the GLSEN Lunchbox)

MINI-LESSON: Ground Rules for Class Conduct

MINI-LESSON: The Words We Use - Etymology of the words ‘faggot’ and ‘dyke’ (adapted from the GLSEN Lunchbox)

WORKSHOP: LGBTQ Vocabulary

FREEWRITE: Describe a time when someone treated you badly because of who you are.

MINI-LESSON & DISCUSSION: “Am I Blue” by Bruce Coville

MINI-LESSON: Coming Out vs. Outing (adapted from the GLSEN Lunchbox)

WORKSHOP: Difficult Questions (adapted from the GLSEN Lunchbox)

WORKSHOP: Earliest Messages (adapted from the GLSEN Lunchbox)

WORKSHOP: 4 I’s of Oppression – How Oppression Manifests Itself (adapted from the GLSEN Lunchbox)

MINI-LESSON: Guidelines for Stopping Oppressive Behavior (Adapted by Morningside Center for Teaching Social Responsibility from guidelines developed by The Anti-Defamation League of B’nai B’rith for “A World of Difference,” a public service campaign.)

WORKSHOP: Voices Activity (adapted from the GLSEN Lunchbox)

WORKSHOP: When did that Happen (adapted from the GLSEN Lunchbox)

MINI-LESSON: Images of Transvestites in Media

FILM VIEWING: The Laramie Project

MINI-LESSON: Hate Crimes Legislation

DISCUSSION: How Homophobia and Transphobia Hurt Everyone (adapted from: Warren J. Blumenfeld, co-author Looking at Gay and Lesbian Life and editor of Homophobia: How We All Pay the Price (blumenfeld@educ.umass.edu))

REFLECTION: What did you learn from the LGBT unit? Reflection on pre-unit surveys