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Curriculum & Action Guide

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Curriculum & Action Guide DVD TITLE INSIGHTSINSIGHTS:Facilitating a Discussion IN Finding a Facilitator QUEER YOUTH DEFINING OUR FUTURE Identify your own. When the 90’s hit, all the Identify your own. When the 90’s hit, all the new communication technologies offered new communication technologies offered people a new way to communicate that was people a new way to communicate that was SIGHTSeasier and more. easier and more. INSI Be knowledgeable. When the 90’s hit, all the Be knowledgeable. When the 90’s hit, all the new communication technologies offered new communication technologies offered people a new way to communicate that was people a new way to communicate that was easier and more. easier and more. Be clear about your role. When the 90’s hit, Be clear about your role. When the 90’s hit, all the new communication technologies all the new communication technologies offered people a new way to communicate offered people a new way to communicate GHTSthat was easier and more. thatINSIG was easier and more. Know your group. When the 90’s hit, all the Know your group. When the 90’s hit, all the new communication technologies offered new communication technologies offered people a new way to communicate that was people a new way to communicate that was TSeasier and more. INSIGHTSeasier and more. Curriculum & Action Guide INSIGHTSwww.frameline.org/distribution IN1 INSIGHTSFILM DESCRIP Film Descriptions About the Films: Insights: Queer Youth Defining Our Future includes six short films representing a range of LGBTQ youth experiences–from authentic self-expression to classmate crushes to films that delve into the dangers of bullying. What Do You Know? Six to Twelve-Year-Olds Talk About Gays and Lesbians Ellen Brodsky, 13 minutes With perspectives ranging from basic to nuanced, elementary school children openly share their thoughts on the words that they hear on a daily basis. This unrated film is recommended for all ages. See pages 8-11 for exercises for this film. Yeah Kowalski! Evan Roberts, 10 minutes A 13-year-old late bloomer goes to great lengths to impress his classmate crush, Shane, in this comedic tale. This unrated film is recommended for all ages. See pages 12-14 for exercises for this film. Teens Like Phil Dominic Haxton & David Rosler, 20 minutes Teens Like Phil explores the complicated and painful circumstances surrounding a relationship in an effort to better understand the roots of the bullying epidemic. This unrated film contains use of strong language, drug use, graphic violence and is recommended for upper high school students. Educators are advised to preview this film before screening for students. See pages 18-23 for exercises for this film. www.frameline.org/youth-motion 2 INSIGHTSFILM DESCRIP Film Descriptions The Infamous T Melissa Koch, 30 minutes Homeless, bullied, and failing out of high school, 18-year-old Jonathon moves in with queer host parents, transfers schools, and forms a dance crew. As he struggles to mesh with his new household, stay in school, and be his most authentic self, he discovers that home is more than four walls and friendship can transform us in this moving documentary. This unrated film contains frequent use of strong language and is recommended for upper high school students. Educators are advised to preview this film before screening for students. See pages 24-28 for exercises for this film. Genderfreak Rebecca Louisell, 19 minutes What happens when violinist Rachel, the token straight friend in her group, meets a handsome genderqueer teenager named Sammy, who happens to play guitar? This unrated film contains use of strong language and suggestive sexual content and is recommended for upper high school students. Educators are advised to preview this film before screening for students. See pages 29-30 for exercises for this film. AVAILABLE ONLINE AT WWW.FRAMELINE.ORG/INSIGHTS-FILM I Don’t Want To Go Back Alone Daniel Ribeiro, 17 minutes A blind schoolboy develops a crush on a new student in his class in this tender Brazilian short available on YouTube, with accompanying curriculum included in this collection. This unrated film is recommended for middle and high school students. See pages 15-17 for exercises for this film. View the film at: www.frameline.org/insights-film www.frameline.org/youth-motion 3 TABLE OF CON INSIGHTS Table of Contents Film Descriptions : : : : : : : : : : : : : 2 How to Use This Guide : : : : : : : : : : : : : : : : : 5 Tips on Facilitating Conversations : : : : : : : 6 Key Terms : : : : : : : : : : : : : : : 7 Learning About Labels : : : : : : : : : : : : : : : : : 8 Where Do I Stand: : : : : : : : : : : : : : : : : : : 10 Attractiveness and Attraction, Part I : : : : : : 12 Attractiveness and Attraction, Part II : : : : : : 15 Finding and Accepting Support: : : : : : : : : : : : 18 Expanding Our Families : : : : : : : : : : 24 Genderfreak and Gender Identity : : : : : : : 29 Make an Impact : : : : : : : : : : : : : 31 How to Host a Screening : : : : : : : : : : 32 Teacher Resources : : : : : : : : : : : : : : : : : : 34 General Resources : : : : : : : : : : : : : : : : : : 35 Acknowledgments : : : : : : : : : : : : 36 Common Core State Standards : : : : : : : : 37 Youth In Motion is funded in part through the generous support of the Bob Ross Foundation. www.frameline.org/youth-motion 4 INSIGHTSHOW TO USE T How to Use this Guide Why is LGBTQ-Inclusive Curriculum Important and Necessary? Incorporating LGBTQ history and culture encourages students to think more critically about the world, helps to create safe and affirming communities for LGBTQ students and families, and has the power to transform lives. Consider downloading GSA Network’s Implementing Lessons that Matter: The Impact of LGBTQ-Inclusive Curriculum on Student Safety, Well-Being, and Achievement. This document provides hard data and contextualizes curricula as part of efforts for improved school safety, decreased bullying, and higher achievement across various schools and ALL students, not just LGBTQ students. A link to this document is in the resources section of this guide. How to Use this Guide in Gay-Straight Alliances (GSAs) By watching these films in GSAs, students can delve further into the materials and contextualize them more directly within their lives and current affairs. There are even tips on how to take further actions after seeing the films. Feel free to use this guide as a resource–we know each GSA is different, so adapt the activities however you want! How to Use this Guide in Classrooms Because we’ve designed these guides to link with Common Core State Standards (CCSS), teachers can use these materials as part of their regular curriculum. Whether teaching middle school, high school, or even college-level courses, the resources in this packet can help to open students’ eyes to the role of identity, struggle, bullying, and societal pressures. See pages 37-38 for information on how this curriculum fits into CCSS. Approaching the Material Addressing LGBT-related topics at school, whether in the course of classroom instruction or during a club meeting, can raise controversy. Before screening these films, it is important that you know your rights and responsibilities. In California, teaching about sexual orientation and gender identity is not only protected but is mandated by legislation. However, laws may vary from state to state. Please refer to our resources page for more information. *It is highly recommended that teachers/advisors view films prior to introducing them into the classroom. Some language and subjects in these films can be challenging for students, parents and community members. Teachers/advisors should consider the age and maturity of students, as well as the screening setting, before showing the films. www.frameline.org/youth-motion 5 INSIGHTSTIPS ON FACIL Tips on Facilitating Conversations • Agree upon ground rules for discussion. Rules may include an agreement to maintain What to Do if You Encounter Anti- confidentiality, refrain from using slurs or making LGBTQ or Hurtful Responses personal attacks, and speaking one at a time. • Stop the behavior. Interrupt the comment or • Work to establish a forum for a free and harassment. Do not pull a student aside unless respectful exchange of ideas. Do not attempt to absolutely necessary. change anyone’s point of view. • Identify the harassment and broaden the • Be aware that although you may not have response. Make clear why this behavior is an openly LGBTQ student in your class, you not accepted by the community: “That was a may have students who are questioning their stereotype. Stereotypes are a kind of lie and they identities, are gender non-conforming, or who hurt people’s feelings.” “Our community does not have LGBTQ family or friends. Likewise, students appreciate hurtful behavior or language that puts may be affected by negative or hurtful comments people down. That word is a slur and can also whether or not these comments are directed be hurtful to others who overhear it.” Make sure specifically at them. all the students in the area hear your comments. Allow this to be a teachable moment. • Model the use of inclusive language during classroom discussions. For example, when • Ask for change in future behavior. You may mentioning families, use terms such as want to personalize the response: “Chris, please “caregiver” or “parent” to create space for all pause and think before you act.” Or you may wish types of family structures. to address the whole class: “Let’s all remember to treat one another with respect.” • Resist the urge to put LGBTQ students, those perceived to be LGBTQ, or those with LGBTQ • Redirect the class to the activity at hand. family or friends, in the spotlight as “experts.” Rather than shutting the conversation down Allow each person in the room to speak only for completely, redirect the class’s attention to the themselves and on their own terms and avoid goals of the lesson: “Today we’re looking at this inadvertently “outing” someone to their peers. topic in order to broaden our perspectives.” • Establish as comfortable an environment as • Always address the behavior. Ignoring the possible. Arrange seats in a circle.
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