LGBTQ Toolkit by Catherine Lindskog

The LGBTQ Toolkit This toolkit provides facilitators with a series of activities to build awareness and action around issues related to lesbian, gay, bisexual, transgender, and questioning youth. The series of classroom-‐based activities is for students in middle and high school. Youth learn how to be activists in their community and are provided with specific tools for taking action around LGBTQ themes.

By: Catherine Lindskog

The LGBTQ Toolkit

Purpose: The Lesbian, Gay, Bisexual, Transgender, & Questioning (LGBTQ) toolkit provides educators with activities, articles, and other resources aimed at promoting awareness and educating teens on LGBTQ themes, as well as how to provide a safe space for teens to talk about LGBTQ issues. It consists of six primary components: Part 1-‐Setting the Stage: Classroom Activities to Build a Safe Space……………………………..Page 3 Prior to exploring LGBTQ themes, it is necessary to develop norms for discussing sensitive and often times personal subject matter. This section provides facilitators with activities that build rapport so that students can safely move into discussing the issues. Part 2-‐Introduction to LGBTQ Issues……………………………………………………………………………..Page 5 This is a series of activities designed to set the stage for discussion and exploration of LGBTQ themes in the classroom. Part 3-‐Awareness-‐Building Activities……………………………………………………………………………Page 10 This section provides various activities to be used at the middle and high school level, along with commentary and suggestions for modification. Part 4-‐Action-‐Based Projects……………………………………………………………………………………….Page 18 These activities are most effective once students have critical knowledge and awareness of the issues faced by LGBTQ people. They can be used as part of a classroom experience or in an after school club, such as a Gay-‐Straight Alliance. Part 5-‐Resources………………………………………………………………………………………………………….Page 21 A complete list of links, organizations, books, and films to supplement the educational experience. Part 6-‐Alignment to National Common-‐Core Standards……………………………………………….Page 22 Description of Common-‐Core Standards that Align with the LGBTQ Toolkit Components

Part 1-‐Setting the Stage: Classroom Activities to Build a Safe Space Purpose: This series of activities will provide educators with tools to develop a safe and open space in order to begin exploring GLBTQ themes. Goals of the Activity: These activities aim to build community in the classroom, develop norms and ethics for dialogue and sharing around sensitive topics, and encourage a deeper understanding of values. Duration of Activity: One class period of 45-‐50 minutes Key Players Involved: Teacher Target Level of Audience: Adolescents Ideal Group Size: 20-‐25 Advanced Preparation Time: For the actual activities, about 5 minutes of advanced preparation time is needed to hang butcher paper and gather markers. Yet preparation time for an educator who is intending to explore GLBTQ themes for the first time should go beyond this. See below for more information and resources on how to best go about this process. Materials Needed: butcher paper, markers Description and Instructions for Implementation: There are many resources that educators may use to promote awareness of Gay, Lesbian, Bisexual, Transgender, and Questioning (GLBTQ ) issues. The series of activities in this section are taken from Advocates for Youth and GLSEN, two highly recognized organizations that have a wealth of free resources for educators and youth on themes of sexual orientation. Prior to beginning any exploration of themes pertaining to GLBTQ issues, it is most important for educators to have an advanced understanding of the complexities of GLBTQ themes, and feel comfortable in exploring them. I strongly encourage all educators to take advantage of trainings offered by GLBTQ organizations, such as GLSEN. This not only helps the educator to feel comfortable in exploring what are sometimes uncomfortable topics with students, but also to think about language and bias that we often aren’t even aware of in our daily lives.

For educators who don’t have immediate access to professional trainings, there are still many good resources that can assist you in getting started. Below are some resources for educators to that may be useful in supporting GLBTQ youth and promote awareness: • •

•

GLBTQ Resources for Professionals: http://www.advocatesforyouth.org/glbtq-‐resources-‐ for-‐professionals “Gay, Lesbian, Bisexual, Transgender, and Questioning Youth: A population in need of understanding and support:” http://www.advocatesforyouth.org/storage/advfy/documents/glbtq_youth%202010.pd f Frequently Asked Questions about Sexual Orientation and Gender Identity: http://www.advocatesforyouth.org/topics-‐issues/glbtq/606-‐frequently-‐ asked-‐ questions-‐about-‐sexual-‐orientation-‐and-‐gender-‐identity GLSEN Training Workshops for Educators and Community Leaders: http://www.glsen.org/cgi-‐ bin/iowa/all/library/record/1817.html?state=tools&type=educator The GLSEN Lunchbox: http://glsen.org/cgi-‐bin/iowa/educator/library/record/1748.html

**Notes about trainings: There are many resources for educators and adult allies to use when they begin exploring LGBTQ themes. Here I have only listed those that I have most frequently relied upon. I strongly encourage anyone who is using these resources to attend a GLSEN training workshop. I attended an in-‐depth training sponsored by a local university and felt very confident in the level at which it prepared me to work with youth and staff in my school. It trained participants on working with youth around aspects of sexual orientation and gender identity. It also focused heavily on activities from the GLSEN lunchbox (listed above) which participants were then able to take back to their respective schools and use in staff developments. Many aspects of the lunchbox can also be adapted to working with students.

Part 2-‐Introduction to LGBTQ Issues Once you begin to work with students, it is important to set the stage for exploring sensitive topics that will inevitably emerge as one begins to explore LGBTQ themes. Below is a series of activities that may be used prior to beginning this process. A.) Icebreaker Activity-‐Two Truths and a Lie (10 minutes) Students form a circle. Go around the circle and each student states two things that are true and 1 thing that is a lie. The student to his/her left must guess which is the lie. B.) Establishing Norms of Respect (10 Minutes): While it is already assumed that students have an established classroom relationship, it is important to set the tone for the series of activities that will be conducted. It is important for everyone to know that sometimes certain things may come up in conversation that might strike an emotional cord, or that some people may choose to share something personal that has impacted them.

1. Ask students: “How can we ensure that this is a safe space for students to openly share and express themselves?” (possible answers include: what’s talked about in here stays in here; demonstrating good verbal and nonverbal body language in how we listen when people talk; not laughing or making side conversations, etc.) 2. Establishing ROPES: Write the word ROPES in a column on the board. Explain that, like a safety net, the ROPES will serve as communally agreed-‐upon guidelines to which everyone will adhere during the discussion section. Ask students to offer words for each of the letters and to explain why they have recommended a word and what it means to them. For example, R: respect, responsibility; O: openness, etc.

C.) Four Corners Values Clarification Exercise (25 Minutes) (Adapted from Advocates for Youth & Think b4 You Speak: GLSEN Educator’s Guide) Purpose of Activity: To encourage teens to clarify and explore their personal attitudes and values and to become comfortable with listening to and understanding opinions different from their own. Materials: Value Statements (See Below) Planning Notes: Values education consists of four important steps that help youth to: identify their values; feel able to talk about their values; behave in ways that are consistent with their values; and respect others' values. Values education can be a sensitive area for working with

anyone of any age. As young people express their values and learn about those of others, they may feel some anxiety or discomfort, and they will look to the facilitator for support. The activities in this session provide opportunities for young people to identify their values and to share them with their peers. This is a very important activity so allow plenty of time for participants to process what they have learned.

1. Remind students about the importance of following the ROPES that they established and agreed to follow. 2. Create three signs. One will say AGREE; the second will say UNSURE; and the third will say DISAGREE. Put up the signs in separate parts of the room.

Procedure: This activity will give the participants a chance, not only to discuss their individual values, but also to discuss the merits of different values. 1.) Explain to the group that in this activity they will be asked to express their feelings about particular values. Show the youth where you have posted the signs—AGREE, DISAGREE, and UNSURE. Explain to the group that you are going to read several value statements. As you read each one, you want them to think very carefully about how they feel about it. Each person will then move to the section of the room where the sign agrees with how they feel about that value statement. 2.) Say that you will ask for volunteers to describe how they feel about each statement, since one characteristic of a value is that a person can tell others about it. Emphasize that there are no right or wrong answers, only opinions. Everyone has a right to express an opinion, and no one will be put down for having a different value than others have. Be sure to mention that participants have the right to pass if they would rather not take a stand on a particular value statement. Also, point out that passing is not the same as being unsure. Finally, let everyone know that they can change their stand on any particular value at any time. For example, some participants might feel that they disagree with a particular value but change their minds if someone else makes a good case for agreeing with that value. 3.) Give students the opportunity to participate in making value statements during a second round of the activity. You may not necessarily use all of the statements provided below, especially as you progress and see students’ interest in having a voice in the activity. Before students begin to make statements of their own, remind them of the importance to make statements that are sensitive and respectful. 4.) Ask everyone to return to their original seats. Conclude with the Discussion Questions below.

Discussion Questions: 1. What were some challenges you found in this activity? 2. Was it hard to express disagreement with another person's values? Why or why not? 3. Were there times when you felt uncomfortable or unsafe? What helped you stand by your values at that time? 4. Were there any times when you felt unable to stand for your values? Why do you think that was so? 5. What would support people at times when they feel unable to stand up for a value they believe in?

List of Value Statements for Values Clarification Exercise • Everyone should have the same rights, irrespective of sex, race/ethnicity, religion, sexual orientation, or gender identity. • I often hear the phrase “that’s so gay,” “you’re so gay,” “no homo” or the word “gay” in general used in a negative way among my peers. • I often hear terms like “faggot” and “dyke” used among my peers. • When I hear “that’s so gay,” it is usually aimed at an object rather than a person. • When people say “that’s so gay” or “no homo,” they do not mean it as an insult against actual LGBT people. • Regardless of how it is meant, expressions like “that’s so gay” and “no homo” are probably insulting or upsetting to LGBT people and those who care about them. • I have never thought about how expressions like “that’s so gay” or “no homo” might make others feel. • I have personally used expressions like “that’s so gay,” “you’re so gay” or “no homo” with my peers. • I have personally used terms like “faggot” and “dyke” with my peers. • When expressions like “that’s so gay” or “no homo” are aimed directly at me, it bothers me. • Expressions like “that’s so gay” and “no homo” are okay as long as they are not used to directly attack an LGBT person. • Expressions like “that’s so gay” and “no homo” are never okay to use. • It would be impossible to get kids at my school to reduce or stop using terms like “that’s so gay” and “no homo.” • I would personally be willing to limit or curb my use of expressions like “that’s so gay” and “no homo.” • A gay, lesbian, or bisexual teenager should be able to take a date of the same sex to the prom. • If I see or hear someone harassing one of my peers, it is my responsibility to step in and stop it.

Critique: It is always useful to begin educational experiences with an establishment of group norms and ethics. I typically do this as we begin to explore any themes that relate to identity, values, and other topics that encourage young people to speak candidly about their experiences. One thing that must be made clear from the beginning is that no inappropriate behavior or commentary will be tolerated. Even when working with students who might be considered disruptive in a classroom setting, I’ve very rarely had to remove students from the classroom for being inappropriate. I think that this is due in part to the level of accountability placed on them at the very beginning to be respectful. This in turn allows them to feel respected and open to talk with their peers. I usually begin the class sessions by reminding students of the introductory class and our discussion of their ROPES. I begin by saying, “Some of the things that we may discuss in class today might make us feel weird or uncomfortable at times, and that’s okay and normal. Nevertheless, I expect everyone to remember their ROPES and show the highest level of respect toward their peers. Remember, everyone has the right to pass.” I remind them of the importance of keeping what we talk about in the classroom and that if I see that someone is getting a bit inappropriate, I will give them one warning. **About warnings: I try to gauge the manner in which I warn students and often times find that keeping warnings subtle and personal works best. For example, if I see a particular student getting somewhat inappropriate in a classroom discussion, I might look at them sternly and just mouth the word, “warning.” Or I may simply go over and tap them on the shoulder and quietly let them know, “this is your warning.” Nine times out of ten that is the only warning they ever need because it is communicated to them in a way that doesn’t embarrass and cause them to act out further in defense as a result of being “called out” in front of their peers. In the Values Clarification Activity, educators may adapt questions accordingly to whatever theme they are exploring. I always begin with values statements that are somewhat “lighter” and allow students to open up more freely. I gradually work my way to higher-‐level statements that may provoke more debate amongst students. A Note about the Resources: Those using the resources or ideas here may notice that many of them come from the United States. It is my goal to expand upon this and include information and materials from different perspectives and countries. Please let me know if you have other resources that would be useful additions to this section. Your feedback is very much welcome.

Part 3-‐Classroom Activities to Promote LGBTQ Awareness Purpose: These activities will promote a more critical understanding around the biases, stereotypes and language faced by GLBTQ youth. Duration of Activity: Varies Key Players Involved:(i.e. teachers, community advocates, etc): teachers, counselors, community-‐based organizations, and school administration Target Level of Audience: middle and high school Ideal Group Size: 10-‐25 Advanced Preparation Time: Varies according to activity Materials Needed: Varies; see each activity for further information. Description and Instructions for Implementation: The following is a selection of activities that I have used or adapted in different classroom settings. These activities come from Think b4 You Speak, the GLSEN Lunchbox, and Advocates for Youth. Think B4 You Speak is a campaign sponsored by GLSEN (Gay, Lesbian, Straight Education Network) aimed to get young people thinking about homophobic language. The activities included from the educator’s guide get students thinking about homophobic language through public service announcements. A second activity from the guide provides a forum for debate around an example of a legal case surrounding homophobic language at a school. The series of activities that I’ve used from Advocates for youth provide educators with a platform to begin exploring themes around sexual orientation and gender identity, with a culminating framework for a panel discussion. “Is It a Choice?“ is an activity from the GLSEN Educator’s lunchbox, which is useful with middle to upper high school students. There is much debate around the nature/nurture theory of sexual orientation and gender identity and this article provides an opportunity for students to understand factual information around gender and sexual identity in order to dispel previous myths and assumptions.

Key Words and Definitions Gender Identity: an individual’s internal, deeply felt sense of being male, female, or something other or in-‐between. Everyone has a gender identity and one usually becomes aware of it between 18 months and 3 years. While most people develop a core gender identity that is aligned with their biological sex (male or female), for some it might be different. These individuals may identify themselves as transsexual, and some may change their sex surgically or hormonally to better align with their gender identity. Heterosexual: A person who is sexually and/or erotically attracted to members of the opposite sex. Homosexual: tendency to be sexually attracted toward individuals of one’s own sex. Homophobia: irrational fear of, aversion to, or discrimination against homosexuality or homosexuals. Intersexual: People born with varying degrees of the biological aspects of both biological males and biological females. LGBTQ: An umbrella term that represents “lesbian, gay, bisexual, transgender, and questioning.” Questioning is included to represent those who are uncertain or who have not yet identified their sexual orientation. Sexual Orientation: One’s emotional and sexual attraction to others based on the gender of that person. Categories of sexual orientation include homosexual (gay, lesbian), bisexual (attracted to some members of the same sex), heterosexual (attracted to members of the opposite sex), or asexual (attracted to no other sex). (Source: The GLSEN Lunchbox 2 and Merriam Webster’s Dictionary)

Activity: Introduction to Sexual Orientation (advocates for youth: http://www.advocatesforyouth.org/for-‐professionals/lesson-‐plans-‐ professionals/237?task=view) Overview: This activity takes students through a guided imagery exercise that aims to get students aware of discrimination around sexual orientation, but from a role-‐reversal by considering what it would look like to be straight and “different” It is most appropriate for students in high school. It is important to not provide any context that it will be about LGBTQ issues until after the guided imagery exercise. Activity: Introduction to Gender Identity (advocates for youth: http://www.advocatesforyouth.org/for-‐professionals/lesson-‐plans-‐ professionals/217?task=view) Overview: This activity is most suitable for high school-‐aged students and serves as a nice starting point for conversations around gender identity. While the directions state to have the instructor read the story aloud and then break the students into small groups, I find that with a mature group, it is nice to have the students broken into groups and reading the story amongst themselves. Once the groups have discussed the subsequent questions, I would bring the group back together and do a temperature check by asking the following: 1.) What were some of the thoughts you had while reading the story? 2.) Were there parts of it where you had a strong emotional reaction? 3.) Have a speaker from each of the groups give a summary of the conversation that they had around the discussion questions. 4.) Be sure to ask each of the groups how they discussed ways that they would support someone who is transgender (last question from the activity). Activity: Heterosexual Questionnaire (Advocates for Youth: http://www.advocatesforyouth.org/for-‐professionals/lesson-‐plans-‐ professionals/223?task=view) Overview: The Heterosexual Questionnaire is similar to the guided imagery described above for it’s objective to get participants thinking about what it would be like to be discriminated against for being heterosexual. This activity also works best with high school students ages 14 and up. In addition to using this activity as an in-‐class lesson, we have also used it with the Gay-‐Straight Alliance when members of the club decided to interview their peers at the school. Some of the students selected friends individually, while others brought copies of the questionnaire to their teachers, who used it as an opportunity to engage their entire classrooms around the theme. Prior to doing this activity, I sent an email to all of the teachers in the school, stating that the GSA would be conducting interviews during the course of the week as a project for the GSA. I sent teachers a copy of the questionnaire in advance and also the Advocates for Youth lesson.

Activity: That’s so Gay Overview: This is a nice introductory activity for middle school students on name-‐calling and sexual orientation. Begin by viewing each of the short PSAs above (requires access to YouTube). After each of the videos, ask for general observations/commentary from the group. Links to Public Service Announcements (PSAs): • PSA 1 Store Cashiers: http://youtu.be/uEpBYKOs3ys • Hilary Duff: http://youtu.be/TVicCD8FmMs • Wanda Sykes: http://youtu.be/9ejCqgAKZ-‐M When finished used the following questions from the thinkb4youspeak Educator’s guide (p. 12) to generate a large class discussion: • How do the teens in the ads use “that’s so gay”? (To describe an early curfew, a kitschy figurine and an unattractive outfit.) • Why do some people use “gay” when they mean undesirable or stupid? Where does this expression come from? (Emphasize that the equating of gay with stupid stems from homophobic attitudes.) • Some people defend the use of this expression by saying that it is not meant as an insult to LGBT people. Do you agree? Why or why not? • Regardless of how it is meant, how do you think this expression is heard by people who identify as LGBT and those who care about them? • How do the teens in the ads react when their identities (Emma and Julia) and appearance (“cheesy mustache”; “girl who wears a skirt as a top”) are used as insults? • How would you feel if an aspect of your identity was used as an insult? • Why does “that’s so gay” sound natural and normal while “that’s so Emma and Julia” and the other “that’s so...” statements in the ads sound odd and even jarring? • Does the fact that certain expressions are used commonly make them acceptable? • When most people say, “that’s so gay,” do you think they realize what they say? • What would it take for people to be more aware and to “knock it off”? • What are some alternatives to expressions like “that’s so gay” and “you’re so gay”?

After this activity, I make a copy of the “Youth Voices on That’s so Gay” (p. 23) and “Did You Know?” statements, scattered throughout the thinkb4youspeak Educator’s guide in yellow. I distribute each of the statements to a student (the idea being that every student gets a different statement). We go around the room and each student is asked to read the statement that they received aloud. I end the class by asking them which statement resonated for them and why. This serves as a powerful reflection on some of the major issues faced by GLBTQ students and a useful transition into the activity “That’s so Gay on Trial.”

DID YOU KNOW? 9 out of 10 LGBT students hear the word “gay” used in a negative way often or frequently in school and nearly 3 out of 4 LGBT students report hearing their peers make homophobic remarks, such as “dyke” or “faggot,” often or frequently in school. DID YOU KNOW? 54% of LGBT students often or frequently hear negative comments about their peers not acting “masculine” enough and 39% hear comments about their peers not acting “feminine” enough. DID YOU KNOW? 83.1% of LGBT students report that hearing “gay” or “queer” used in a negative manner at school causes them to feel bothered or distressed to some degree. Yet only 18% of LGBT students report that school personnel frequently intervene when hearing homophobic remarks and only 8% report that other students frequently intervene. DID YOU KNOW? Almost 90% of LGBT students are verbally harassed, 44% are physically harassed and nearly 1/4 are physically assaulted at school because of their sexual orientation. And 2/3 of LGBT students are verbally harassed, 30% are physically harassed and 14% are physically assaulted at school because of their gender expression. DID YOU KNOW? LGBT students who experience high frequencies of verbal harassment are twice as likely as other LGBT students to skip school, and LGBT students who are frequently physically harassed report lower grades than other students (on average a 2.4 versus a 2.8 GPA). DID YOU KNOW? Only 30% of LGBT students who experience high frequencies of physical harassment say they will go on to college (as compared to 41.5% of other students). YOUTH VOICES ON “THAT’S SO GAY” “If you mean ‘that’s so stupid,’ why don’t you just say ‘that’s stupid’? It’s really degrading to hear ‘gay’ being used as the new ‘stupid.’” (Austin, age 15, CA) “If we aren’t supposed to say ‘that’s retarded’ because it’s offensive, how is ‘that’s so gay’ any less offensive?” (Michael, age 17, KS) “I get so angry when someone says, ‘that’s so gay.’ I can’t imagine how, well, unclever someone has to be to use that phrase. I wish people were more aware of what they say.” (Adrien, age 16, WI) 14

“[When people say ‘that’s so gay,’] I don’t get angry, they don’t mean it in a hateful way. They just say it because others do, and they don’t even know what they’re saying anymore, or who they’re hurting.” (Tyler, age 15, NC ) “When I hear ‘that’s so gay,’ I think...that’s so ignorant!” (Chris, age 15, OH) “When I hear ‘that’s so gay,’ a chill rushes through my body and my heart drops into the pit of my stomach.” (Kaitlyn, age 17, MI) “When I hear ‘that’s so gay,’ I get tightness in my chest. Sometimes when I hear it from several people in a large group, I get a rush of anxiety. Hearing that can really ruin my day.” (Ayanna, age 16, GA) “[When I hear ‘that’s so gay,’] I feel demoralized, as if the world does not care about others.” (David, age 16, VA) “If I were to tell you how ‘that’s so gay’ makes me feel, would you continue saying it?” (Nate, age 17, NV)

Activity: That’s so Gay on Trial (p. 18 of think b4 you speak PDF) Overview: This activity gives students a chance to debate an actual court case on a girl who was disciplined for saying “that’s so gay” as a response to students teasing her about her Mormon upbringing. The school’s zero tolerance policy results in an automatic referral to the principal when students are caught using derogatory language related to gender, race, or sexual orientation. The activity calls for students to be divided into groups of four. Once in these groups, two students defend the case from the perspective of the family, and two students defend the case from the perspective of the school administration. Students are required to further their critical thinking skills and oral speaking by debating for something that they may not agree on. In addition to the guiding discussion questions included in the activity, I use the following questions when bringing the entire group back together: 1.) 2.) 3.) 4.)

For those of you who took on the perspective of the family, what was that like? What was it like to defend the school administration perspective? Were there times when you felt conflicted about what you were defending? Why? Ask for a few of the groups to talk about what the debate was like in their respective group. 5.) Were there parts that both parties agreed on? 6.) If you were the actual parents or school administration in this case, is there something you would have done differently in dealing with this situation? Activity: Q & A on Sexual Orientation and Gender Identity (advocates for youth: http://www.advocatesforyouth.org/for-‐professionals/lesson-‐plans-‐ professionals/231?task=view) Overview: This activity sets the framework for a panel of openly gay, lesbian, transgender, or bisexual adults. There are a few changes and additions I would recommend. First, the guidelines state that youth should develop questions, once the participants begin discussing their sexual orientation and experiences. I would strongly recommend that index cards are distributed prior to the day of the panel, and youth develop at least two questions each. They can return them to the instructor anonymously. This ensures that there are plenty of questions to facilitate a good conversation. Students may also ask additional questions on the day of the panel, which may in turn be more specific to the conversation. I would also suggest that part of the time be a general panel, while the other part of the session be spent in a roundtable discussion, where one adult is placed at a table with a small group of students. This allows for a more intimate conversation around issues and topics that youth may find difficult to ask in a large class discussion. Ideally, the roundtable discussions might involve some rotation, so that students have the chance to talk in this setting with at least two adults at the panel. Extension to the Roundtable Discussions: The roundtable discussions can also be used as an opportunity for youth to discuss topics for action around issues faced by the LGBTQ population. This may take place on a follow-‐up visit. The adults can serve as mentors and suggest supports

and resources for the ideas. You can frame a series of questions for a second session and distribute them to each of the tables. The questions may look like this: • • • • • • •

When did you first realize you were gay/lesbian/transgender, etc.? How old were you when you came out? How did you come out? What was the response from family and friends? What types of challenges did you face growing up, as a result of being openly gay/lesbian/transgender, etc.? Do you face particular challenges in your professional life? What would you say to someone who feared coming out? What would you say to young people who are out about their future?

Critique: The activities described above are only a handful that exist. My issue was always the timing, as I ideally would have preferred to spend more than one week covering LGBTQ issues in class. Week two should emphasize action-‐oriented themes that give youth the chance to develop a project that addresses an issue confronted by LGBTQ people (see Part 3 for specific activities). It is also important to be prepared for students to disclose their sexual orientation and/or gender identity and to handle this in a sensitive manner. If there is a school counselor in the building, it may be helpful to gain insight from their perspective, and also invite him/her to participate in some of the activities that you are doing. This way the students see this person as an additional ally in the building that they can go to if they want to disclose information in a confidential setting and seek support and guidance. Please read the document here entitled “Assisting Students With Sexual Orientation Disclosure (The “Coming Out” Process),” for helpful guidelines on supporting students who come out.

Part 4: LGBTQ Action-‐Based Projects Purpose: This section describes a series of different projects that educators may wish to engage their students in surrounding LGBTQ issues. Activities in this section should follow those from the previous section on building awareness around LGBTQ issues. Goal: Students will have the chance to participate in a meaningful project that connects the awareness and knowledge that they have gained around issues confronted by LGBTQ people. Duration of Activity: Varies Key Players Involved: teachers, school counselor, community partners, and students Target Level of Audience: Middle and High School Ideal Group Size: 10-‐30 for project development Advanced Preparation Time: depends on activity Materials Needed: Varies Project Ideas: Start a Gay-‐Straight Alliance: LGBTQ students who are able to find a supportive space at school are less likely to skip class or school out of concerns for personal safety. Students interested in starting a Gay-‐Straight Alliance, or Safe Zone will need an identified adult ally to serve as an advisor. The GSA provides a safe space for youth to discuss issues openly about sexual orientation and gender identity and is especially powerful because all identified orientations and identities participate and support each other as allies. In addition to social-‐emotional support, the GSA is a platform for advocacy. I began my first GSA with a group of students who came to me with concerns that there was no safe space at our school, and that they needed somewhere to be heard. Together we researched some of the resources available to begin, as well as community organizations that could support our efforts. We contacted our local GLSEN chapter and scheduled an informational session for students who were interested in becoming involved. In this case, I had full administrative backing to start the GSA at my school, but in some instances, this might not be so easy. At http://gsanetwork.org/get-‐involved/start-‐gsa you will find a list of resources to help start and register your GSA, along with a Q & A for school administrators and legal resources. The GLSEN Jump Start Guide also provides useful tools for starting a GSA, as well as activities to facilitate dialogue and action: http://www.glsen.org/cgi-‐ bin/iowa/all/library/record/2226.html We found it very useful to also connect with other GSAs in the area. One high school not too far from ours was highly recognized for the work it was doing so we got in touch with them and asked if we could come and visit during one of their meetings. It was not only an excellent opportunity for both the students and myself to learn about their framework, but also for us to

network. The students almost immediately began to brainstorm ideas around collaboration, and the advisor was very helpful in providing me with strategies and resources for gaining support and running successful meetings. Students participated in many community activities such as activist events, the Pride parade, and youth LGBTQ trainings, and were extremely active in researching resources that were available to us. The GSA proved to be an important and meaningful opportunity for urban and suburban students to connect with each other, particularly in the Chicago area where this is much often an unrealistic possibility. They coordinated social events like dances and after school socials. Many went on to collaborate with local organizations that support LGBTQ policy issues, such as GLSEN, where they learned skills in building social awareness and lobbying. Host a Day of Silence at your School: Every year on National Day of Silence, students all over the country take part in a nationwide vow of silence to bring attention to LGBTQ harassment and bullying at their schools. Adult allies and students can get resources and ideas on how to prepare for and host the day of Silence in schools at: http://www.dayofsilence.org/ It is important as an adult ally at the school to give teachers context to the Day of Silence and details on when it will be taking place so that they respect the reasons for students’ reasons for not speaking in their classes. The adult ally should spend time working with the student leaders of this event, and speak openly about foreseeable challenges. As an adult ally, the biggest challenge was the small handful of teachers that came to me after the day with complaints that students weren’t participating in class and claimed that the were using the Day of Silence as an excuse to be inactive. While it was impossible to control the possibility of some students taking advantage of the day for personal benefit, I felt that these circumstances were the few exceptions. After my first year of doing the Day of Silence, I made it a point to remind teachers beforehand that the Day of Silence was an opportunity for educators and students to think of creative, non-‐verbal ways that students could still participate in class while taking their pledge of silence. After that, I had far less concerns for student participation in classes on subsequent Days of Silence. Participate in Political Action: Students can take action around school policy issues that center on safe schools and harassment. They can research the different policy items listed in detail at the GLSEN website and meet with decision makers to advocate on behalf of school policies that promote safety and acceptance of all students: http://www.glsen.org/cgi-‐ bin/iowa/all/involved/policy/index.html You may also invite in or schedule a virtual conference with individuals working on policy and legal issues from organizations such as GLSEN or Lambda Legal (www.lambdalegal.org/) to offer strategies on lobbying and advocacy.

Public Awareness and Action Campaigns: Students can use one-‐day events such as Day of Silence, or week-‐long events such as No Name Calling Week, to jump start public awareness campaigns on LGBTQ harassment and bullying. They can also take such action independently of these large-‐scale initiatives. The “It Gets Better Project” is one of many resources that can help foster their campaign: http://www.itgetsbetter.org/pages/action-‐center This is a global project is designed to remind young people that there is a future beyond the bullying and harassment that take place in middle or high school around being LGBTQ. The campaign lets anyone make a video to tell his or her story. You can use the videos to promote discussion and inspire hope about being openly gay as an adult. Students can also create their own videos and share their stories. Additional Action Projects: • • •

Ally Week: http://www.allyweek.org/ No Name Calling Week: http://www.nonamecallingweek.org/cgi-‐bin/iowa/home.html Think B4 You Speak Campaign: http://www.thinkb4youspeak.com/

Part 5-‐Resources Books: Nothing Pink: http://www.glsen.org/cgi-‐bin/iowa/all/booklink/record/2561.html GLSEN Bibliography: http://www.glsen.org/cgi-‐bin/iowa/all/booklink/7-‐12.html http://fota.cdnetworks.net/pdfs/2009-‐10-‐08-‐glsen-‐booklist.pdf http://www.glsen.org/cgi-‐bin/iowa/all/library/record/1294.html Videos: It’s Elementary: http://www.glsen.org/cgi-‐bin/iowa/all/booklink/record/2275.html GLSEN Bibliography: http://www.glsen.org/cgi-‐bin/iowa/all/library/record/1294.html Online Resources: “It Gets Better”: http://www.itgetsbetter.org/ GLSEN Lunchbox Training Toolkit for Educators and other Professionals in Schools: http://www.glsen.org/cgi-‐bin/iowa/educator/library/record/1748.html GLSEN: http://www.glsen.org/cgi-‐bin/iowa/all/home/index.html http://www.sexedlibrary.org/index.cfm?pageId=734 Amnesty International: http://www.amnestyusa.org/our-‐work/issues/lgbt-‐rights All GLSEN Educator Tools: http://www.glsen.org/cgi-‐ bin/iowa/all/educator/index.html?state=tools&type=tools http://sparkaction.org/ Gay and Lesbian Alliance Against Defamation (GLAAD): http://www.glaad.org/ National Gay and Lesbian Task Force: http://www.thetaskforce.org/ The Lesbian, Gay, Bisexual and Transgender Community Center: http://www.gaycenter.org/ Parents, Families, and Friends of Lesbians and Gays (PFLAG): www.pflag.org Creating Safe Schools for Lesbian and Gay Students: A Resource Guide for Staff: http://twood.tripod.com/guide.html Online Courses for LGBTQ Studies: http://www.glbtqonlinehighschool.com/glbtq-‐studies Think b4 You Speak: http://www.thinkb4youspeak.com/ Forum for Sexual Health: http://www.goaskalice.columbia.edu/ LGBTQ Advice for Educators: http://www.whatkidscando.org/featurestories/2011/06_queer_youth/index3.html Sexuality Information and Education Council of the United States: http://www.siecus.org/ National Sexuality Resource Center: http://nsrc.sfsu.edu/

Part 6-‐Alignment to National Common-‐Core Standards Anchor Standards for Reading: Key Ideas and Details: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details. Integration of Knowledge and Ideas: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. Range of Reading and Level of Text Complexity: Read and comprehend complex literary and informational texts independently and proficiently. Anchor Standards for Writing: Text Types and Purposes: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Production and Distribution of Writing: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.