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By Lisa Trujillo
Module has two
parts—you can do either one or both. Social Construction of
Gender Sexual Orientation (terms and homophobia)
Examining Diversity--Competencies 2, 3, 4
This is a pretty “safe” lesson/s as far as issues
of sexual orientation/gender identity are concerned. It is fairly
informational and, for the most part, stays away from the “it’s right or
wrong” discussion.
This is the way I have generally proceeded with
this lesson:
PART ONE
For gender roles:
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Students write in class about what they think
their lives would have been/ would be like if they had been born the
opposite sex. Then I collect their papers and read to the class from
them.
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Play “Girl” by Jamaica Kinkaid (on CD) If you
don’t have the CD, you can read it aloud in just a few minutes.
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Split the class into two groups—male and
female. Each group lists things that were taught to them by members of
the same sex.
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Discussion: Share lists with the large group and
look for differences, categories, etc.
Readings I have used:
“Becoming Members of
Society: Learning the Social Meanings of Gender” by Aaron Devor
(Discusses acquisition of gender roles/the social construction of
gender, etc.)
This article is quite informative. I often split
it up and have groups present the information using different
strategies. For the first section on acquiring gender awareness/roles,
and they create a timeline; for explaining the Personal “I,” social
“me,” “generalized other,” and “significant other,” they draw a visual
representation; for the info on male/masculinity, they create a map; and
for the female/femininity, they create a chart or outline. I have a
short quiz (included) that will assess their understanding of those
concepts.
Another Activity: Send students out to a
shopping mall and have them go to departments that are traditionally
catering to those of the opposite sex, and try to get help from
salespeople. For instance, a man might go to the makeup counter and ask
for help buying the right colors etc. for himself. Then have students
write a reflective piece about the experience.
PART TWO
For sexual orientation:
Then collect the papers
(no names are requested on the handout) and discuss some of the
responses, taking notes on the board if desired.
Note: You don’t have to collect the
papers, but I find that it is easier for students to be honest if they
aren’t afraid of being labeled either queer or homophobic. They seem
more willing to discuss issues raised by the class as a whole.
AND/OR
GLSEN handout “What We
Really Think”
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Second, explain that part of having a dialogue includes
making sure that every member understands the terms being used in the
same way the other members do. Many of us have trouble with some of the
terms surrounding sexual orientation, gender, etc.
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Next step: Divide
the class into small groups (2-4) and give each group an envelope filled
with terms/definitions; see if people can match the terms to the
definitions. After the small groups have completed this task, bring
the class together to go over the answers. The extended definitions of
the terms should be on overhead transparencies. Go over them all to
make sure people have the information.
Other activities:
Possible choices for
video/DVD
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Video (segment of) Teen Files: The Truth about Hate
- This video has an instructor’s guide with assignments, assessment
tools etc.
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Video: Frontline’s
Assault on Gay America. There is a website devoted to this, too.
Included in the module is a survey on homophobia found there, but
students would have to do it online to get the results.
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DVD: I ordered these DVDs myself. They are very inexpensive.
They are put out by PFLAG and More Light Presbyterians. They say that
these DVDs provide “ …an easy, non-threatening way to get your church or
social group talking about LGBT inclusion! "Project
Hearts & Minds" is a series of 30-minute video interviews, filmed
in a TV talk-show format, with LGBT people and allies who speak about
their families, their activism, and their lives. The shows are
discussion-starters that you can use…to open a conversation about LGBT
inclusion and equality in America. Each volume of 4 interviews ships
with a printed facilitator's guide (also available online at:
http://www.mlp.org/heartsandminds/facil-guide-vol1.pdf
http://www.mlp.org/heartsandminds/facil-guide-vol2.pdf
which includes
discussion questions suitable for a church adult education class or
other formal group setting.”
Volume 1: (Each
interview is 27 minutes long)
Michael Adee,
National Field Organizer for
More Light Presbyterians, describes his upbringing in a small
Louisiana town, the effect his coming-out had on family and friends, and
his experiences as an openly gay elder in the
Presbyterian Church.
Wendy Daw and Belinda Ryan, a bi-national lesbian couple (Wendy
is a U.S. citizen, Belinda a British citizen) discuss their experiences
coming out in two different cultures, how their lives have grown
together, and the heavy burden placed by U.S. immigration law on
same-sex couples with different citizenships living in the U.S.
Jim DeLaHunt, Policy Director for the same-sex marriage advocacy
group
Marriage Equality California, discusses the differences between
civil marriage and religious marriage, the rights and responsibilities
that result under U.S. civil marriage law, and some of the recent
international and U.S. legal developments that are shaping marriage
policy in America. (Interview taped Oct. 2003).
Marina Gatto, 15-year-old gay rights activist and daughter of two
lesbian mothers, speaks about the societal prejudice and harassment
she's experienced because she has two moms, her experience in two
schools which had very different levels of acceptance of same-sex
parents, and some of the work that she's done to seek equality for gay
and lesbian people.
Volume 2: shows 5-8
Each interview is 27 minutes
Kara Speltz, grandmother, lifelong
Catholic, and Roman Catholic Denominational Team leader for the LGBT
activist group
Soulforce. Kara speaks about her experience as a lesbian woman
within the Catholic church, and her activist work and arrests for
nonviolent civil disobedience with Soulforce.
Sydney Anderson, a female-to-male transsexual, talks about his
life before, during, and after his transition, and about the sources of
help he found along the way.
Carla Blair is the proprietor of Carla's, a beauty salon
in San Jose, California which caters primarily to transgender women.
Carla discusses what it's like to run a boutique for women who weren't
raised culturally as women, the range of interesting people she
interacts with at the salon, and the community of caring and compassion
that she and her guests have built together.
San Jose City Council Member Ken Yeager discusses his service as
Santa Clara County, California's only openly gay elected official, his
book Trailblazers, and the development of the Bay Area Municipal
Elections Committee (BAYMEC).
(other activities cont’d)
Readings I have used:
“Appearances” by Carmen
Vazquez (This is about violence against people who were targeted
because they “appeared” to be GLBT but who were not…)
Assessment:
The article has questions and writing assignments
from which you can assess student learning. In addition, you could quiz
them on the terms/definitions from the GLSEN activity.
PowerPoint
Assignment
1
Assignment
2
Assignment 3
Assignment 4
Assignment 5 |
