Advisory Lesson #6: Racism
Advisory Lessons: Homophobia
Context: Students have been introduced to the isms unit and are familiar with key terms. They have also completed the lessons on racism, and a lesson about a recent gay suicide.
Objective: Students will learn and understand that homophobia and bullying and not only mean but also dangerous.
Class Goals:
Students will understand the problems caused by homophobic bullying.
Students will learn about recent teen suicides based on gay bullying.
Students will be able to effectively communicate their responses with the rest of the class.
Lesson Duration: 40 minutes
Materials: class copies of handouts
Aim: How can we lessen homophobic bullying in our school?
DAY 1
Vocabulary 5 min
Review definitions for homophobia and bullying. Introduce the idea of homophobic bullying (bullying that directly targets and/or denigrates based on sexual orientation, e.g. calling something ‘gay’)
Survey 5 min
Have students complete survey
Share Out 5 min
Ask for volunteers to share their responses with the rest of the class.
Article and discussion 20 min
Read article together.
Either have students discuss each question (1-2 minutes per question), or use questions as journal prompts for individual writing, or double-entry journals (students respond to a question in writing and swap papers, to respond to each other’s comments).
http://www.nytimes.com/2010/10/04/us/04suicide.html?pagewanted=print
DAY 2
Video
Watch Video or read article on Rutgers student’s suicide OR article on John Rodemeyer’s suicide
http://newyork.ibtimes.com/articles/218363/20110922/jamey-rodemeyer-lady-gaga-suicide-bully-gay.htm
Discuss:
· What are your views?
· What leads to this type of bullying?
· If people know it is wrong, why do people still do it?
Hetrosexual Survey & discussion
Students will complete survey that has questions that are often asked of homosexuals. After completing survey, discuss using prompts at the bottom of handout.
DAY 3 – Bringing it all together
10 minutes: Poem
Read poem as a class.
Discuss questions.
Make sure to discuss the idea of being a “bystander,” and more productive alternatives to being a bystander.
· What is the connection between the poem and the unit we just covered?
· How can we connect it to our daily lives?