™

Creating Home: Queer Identities, Families, and Spaces Deep Run and Walk For Me Discussion Guide and Curriculum for Educators and Student Groups Creating Home: Queer Identities, Families, and Spaces Deep Run and Walk for Me

TABLE OF CONTENTS

03 About This Collection & the Films

04 Directors’ Statements

05 How to Use This Collection

06 Before Getting Started

 • Why LGBTQ-Inclusive Curriculum is Important

• Content Disclaimer and Context

• Tips for Facilitation

10 Discussion Guide

18 Module 1: Given and Chosen Families

23 Module 2: The Power and Politics of Naming

28 Module 3: The Impact of Place and Spaces

34 Common Core Capacities of Literate Individuals

34 Previous Youth in Motion Collections

35 Acknowledgements

CREATING HOME | 2 About This Collection & the Films

ABOUT THIS COLLECTION

Suggested grade levels: middle and high school

Creating Home: Queer Identities, Families, and Spaces is a collection that features two films, a discussion guide, and modules that educators can use as classroom curriculum and student groups can use as activities. It focuses on themes that illustrate how members of the LGBTQ community, and particularly the youth we meet on screen, create a sense of “home” through their identities, their given and chosen families, and the spaces around them. Through using these materials, audiences can explore issues around experiences of trans youth, the value of family and community acceptance and support, and the complexities of LGBTQ life in both urban and rural areas.

Deep Run DIRECTOR: HILLEVI LOVEN DOCUMENTARY, 2015, USA, 56 MINUTES

Executive produced by LGBTQ supporter Susan Sarandon and shot by first-time filmmaker Hillevi Loven, Deep Run is a powerful verité portrait of trans life in rural North Carolina. Despite being exiled by his family and rejected by an ex, 17-year-old Cole finds love and family again and summons the courage to move forward with his journey as a young trans man. His candid humor, strong will, and steadfast, inclusive Christian beliefs counter the bigotry he experiences daily. This intimate documentary reveals rebirth and resilience within America’s Bible Belt.

Walk For Me DIRECTOR: ELEGANCE BRATTON NARRATIVE, 2016, USA, 12 MINUTES

Walk For Me is a contemporary coming out story set in New York City. A conflicted teenager is torn between their devotion to their mother and their desire to be their authentic self. When their mother finds women’s underwear and a flyer to a Gay Ball in their bedroom, she decides to track down her child and confront them. At the ball, the mother is shocked to find that her child has been taken under the wing of an adoptive Ball mother, Paris Continental, and assumed the identity of Hanna. The mother is confronted by a choice: deny her child or accept her for who she really is.

CREATING HOME | 3 Directors’ Statements

We completed Deep Run in 2015, and American millennial identity and politics were always on my mind over the many years it took to complete the film. I have always been interested in how people deemed to be outsiders negotiate their lives in challenging environments. I am a born and bred New Yorker, a straight girl-ally who went to a progressive Episcopalian grammar school not far from the Stonewall Inn. During the six years that I was filming Deep Run and doing research in the South, the young people I met and the conversations I engaged in took me by surprise. In rural areas, I encountered many seeming contradictions and so many political shades of grey. As I developed a working relationship with Cole, it became important to me to get at some of the complexities of American millennial identity. I wanted to make a film that challenged people across multiple perspectives, whether they identify as any combination of progressive, conservative, LGBTQ, people of faith, or those who are non-religious. First and foremost, I was drawn to Cole in order to create a portrait of Cole. It was always about Cole—the entire human being—and that is more than a trans story. At this moment in time, we need new heroes like Cole, and as a society, we need new models of masculinity that exhibit the power of love and integrity.

— HILLEVI LOVEN, DIRECTOR, DEEP RUN

My need to make this film was two-fold. On one end, I am deeply inspired by the creative genius that I’ve witnessed for years while photographing New York’s Gay Balls. On the other, I know too well the negative consequences that unfold when family members are unwilling to do the difficult work of understanding each other. At age 16, I was kicked out by my biological family. They refused to accept my gay identity, so I spent the next decade homeless. I am desperate to understand what my mother was thinking when she put me out. In writing and directing Walk For Me, I wanted to make a work that she can see and learn how to love from—and I want to free others through this work. Most importantly, my personal story is proof of the power of self-invention. Walk For Me posits that each and every person is in some form of transition and that that’s just a part of life. In the wake of so many horrifying recent tragedies as the Pulse shooting in Orlando, and ongoing murder of innocent black men at the hands of police, I believe it’s more important than ever to show the community real success stories of acceptance, love, and defiance against hatred of all kinds.

— ELEGANCE BRATTON, DIRECTOR, WALK FOR ME

CREATING HOME | 4 How to Use This Collection

This resource is designed for middle and high school:

• Educators, as all activities are designed to link with Common Core State Standards (CCSS) and can be integrated into existing classroom curriculum. See page 34 for information on how this curriculum aligns with CCSS.

• GSAs (Genders and Sexualities Alliances) and student groups, who can screen the films at their schools and facilitate a post-screening discussion and/or adapt the suggested activities.

It is divided into two categories, Discussion Guide and Modules, which can be used individually or collectively.

• Discussion Guide: “Film Club” Style Conversations The Discussion Guide is great for GSAs, student groups, and teachers with limited time who may want to focus on watching the film(s) and having a post-screening discussion. The guide provides questions grouped by theme that can help the facilitator shape the conversation with suggested prompts to consider or adapt. The facilitator can prioritize the themes they think will resonate most with the group. We recommend reviewing the background information and resources in the Modules sections (see below), even if you do not plan to implement any of the activities. They contain important context that can aid you in facilitating a post-screening discussion.

• Modules: Classroom Curriculum and Student Group Activities Modules include brief background information, resources, and instructions and materials for lesson plans and activities that can be implemented by educators in the classroom or by student groups such as GSAs. Each module delves into a particular topic, including: Given and Chosen Families, the Power and Politics of Naming, and the Impact of Place and Spaces. The three modules are developed to be flexible, so you can adapt them to work best with your interests, setup, and available time.

»» You can choose to use a single module alone, or two or three modules collectively as series of units.

»» Modules can be used individually, or in conjunction with the Discussion Guide.

»» Each module can be used for a single film, or both films if you want a cross comparison.

»» Each individual module has one warm-up exercise and two activities you can choose from, or you can use all three together if you have enough time.

CREATING HOME | 5 Before Getting Started

Studying LGBTQ history and culture encourages all 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.

WHY LGBTQ-INCLUSIVE CURRICULUM IS IMPORTANT

The following resources provide hard data and contextualize curricula as part of efforts for improved school safety, decreased bullying, and higher achievement across various schools and amongst all students, not only LGBTQ students:

»» GSA Network’s Implementing Lessons that Matter: The Impact of LGBTQ-Inclusive Curriculum on Student Safety, Well-Being, and Achievement https://gsanetwork.org/files/aboutus/ImplementingLessons_fullreport.pdf

»» GLSEN’s Developing LGBT-Inclusive Classroom Resources https://www.glsen.org/sites/default/files/LGBT%20inclus%20curriculum%202014_0.pdf It is helpful for educators and students who are addressing LGBTQ-related topics at school to understand there may be potential push-back. It is important to know your rights when it comes to using LGBTQ-themed content at your school. For example, in California, teaching about sexual orientation and gender identity is not only protected, but mandated by the FAIR Act (http://www.faireducationact.com). However, laws vary from state to state and it is highly recommended you research where your state and/or district stand.

ADDITIONAL RESOURCES

• GLSEN’s Make Your GSA Transgender & Gender Nonconforming Inclusive: https://www.glsen.org/GSA/making-your-club-inclusive-transgender-and-gnc-students.

• For more tips on how to respond to anti-LGBTQ language and harassment, see:

»» GLSEN’s Safe Space Kit: Guide to Being an Ally to LGBT Students https://www.glsen.org/safespace or email [email protected].

»» Safe Schools Coalition’s An Educator’s Guide to Intervening in Anti-Gay (LGBTQ) Harassment http://www.safeschoolscoalition.org/guide_educator_ interveneharass2005NAT.pdf.

• Contact GSA Network’s Safe and Supportive Schools Project at [email protected] for further training, professional development, or guidance on implementing lessons that are LGBTQ-inclusive.

CREATING HOME | 6 Before Getting Started (continued)

CONTENT DISCLAIMER AND CONTEXT

Deep Run and Walk For Me profile powerful personal narratives that provide opportunities to have complex conversations. There is also content in the films that may be challenging for students, so it is pivotal to take steps as a facilitator to prepare having discussions around these topics. While both films have been edited to be appropriate for middle and high school audiences, it is recommended that teachers and student leaders view the films prior to using them at their school. In Deep Run, Cole and Ashley’s experiences with mental health and suicidal thoughts may be triggering for some students. The film also includes references to experiences of hate crimes and physical violence, and although nothing graphic is seen on screen the dialogue describing the experiences may surface emotions. Consider providing students with advance notice about some of the sensitive topics the film will explore, and provide resources for support. For example, below is a script you might adapt and discuss with students well in advance of working with the film:

The film we are going to watch,Deep Run, is a powerful personal narrative of a young trans man in North Carolina that is complex and thought-provoking. Within the story, there are references to experiences of physical abuse and hate crimes. If you or anyone you know has experienced violence or feels threatened, there are resources available for support such as the National Child Abuse Hotline (1-800-4-A-Child/1-800-422-4453) [and/or discuss any local resources at your school or community]. The film also includes experiences around mental health and suicidal thoughts. If you feel the film may be triggering and compromise your mental well-being, please do not hesitate to let me know or excuse yourself from watching the film [or include other instructions for how students can opt out]. There are many resources available that provide support for mental health or if you have suicidal thoughts, such as the National Suicide Prevention Lifeline: https://suicidepreventionlifeline.org, or the Trevor Project which specializes in support for LGBTQ youth and has a free hotline, chat, and text services: https://www.thetrevorproject.org [and/or discuss any local resources at your school or community].

Cole also choses the name Spazz for himself at one point in his life, which is disrespectful and harmful to the disability community, whether intentional or not. You can use this as a teaching opportunity to discuss the power of naming and the impact it can have from an intersectional standpoint, which requires people to consider multiple aspects of identity such as disability, race, socioeconomic status, gender, sexuality, and more. GLSEN’s “Challenging Ableist Language” is a great resource to consult for additional context and support in exploring more around language and its implications for people with disabilities: https://www.glsen.org/article/ challenging-ableist-language. Walk For Me features real experiences that many teens face. In the beginning of the film, Hanna’s mother gives her a condom in efforts to protect her child. If your audience has not had sex education courses, consider if you might need to provide any context around this scene. We also see Hanna’s ball mother administering a hormone injection to one of her ball family members, as part of her own identity journey as a trans woman. If you think your audience might not understand what is happening in this scene, it would be helpful to provide context so it is not misconstrued as drug use. For more context on hormone therapy, visit: https://www.pbs.org/ newshour/nation/hormone-therapy-means-transgender-people. Towards the end of the film, Hanna takes off her bra in front of her mother and we briefly see Hanna’s chest. It is an extremely powerful scene as Hanna further reveals her identity journey to her mother.

CREATING HOME | 7 Before Getting Started (continued)

TIPS FOR FACILITATION

Creating a welcoming and inclusive environment is pivotal to encourage SOURCE & MORE TIPS students and adults to open up and engage in activities or conversations Many of these suggestions come from the Classroom about topics in this curriculum that may be new, sensitive, or personal. Discussion Guide for the 2016 Youth in Motion film Below are a few foundational tips to consider in preparing for facilitating A Place In the Middle. activities or conversations around the films. For the full curriculum: www.aplaceinthemiddle.org/ ` uploads/websites/675/ Establish group agreements for discussion. wysiwyg/A_Place_in_the_ Rules may include an agreement to maintain confidentiality, to speak Middle_Guide_Classroom_ one at a time, and to refrain from using slurs or making personal Discussion_Guide.pdf

attacks. Confidentiality can include not sharing with the group A PLACE IN other people’s experiences (e.g. other people in your class, school, THE MIDDLE A STRENGTH-BASED APPROACH TO GENDER DIVERSITY & INCLUSION etc.) unless you have privately secured their consent to do so, or keeping confidential what other people in the group say during the conversation or in the class activity.

` Establish language group agreements. Discussion and Activity Guide APlaceintheMiddle.org Encourage participants to speak only for themselves and to not generalize or presume to know how others feel. As a group, decide if there are terms that should be off-limits and provide acceptable alternatives. Depending on the maturity level of your participants, remind them that insults, personal attacks, or even a denigrating tone of voice undermine effective communication (and are, therefore, unacceptable). Reinforce a climate of respect with the language you use to pose questions (e.g., instead of inviting judgment by asking “What did you think about [insert person]?”, ask, “What did you learn from [insert person]?”).

` Be conscious of pronouns, gendered language, and names. It is important to make sure you are using the appropriate pronouns when referring to another person. Common pronouns are she, he, and they, but there are others, too! Some people may choose not to share their pronouns, and can be referred to by name. Here are a few ways to make sure you are using the appropriate pronouns for people you are referring to:

• When in conversation, lead by example with statements such as “My pronouns are she/her/hers and they/them/theirs. What are yours?”

• Begin GSA or student group meetings with a check-in. A check-in can be as simple as “Please tell everyone your name, pronouns (if you’d like to share), and your favorite ice cream flavor/book/color/etc.”

• If you or anyone in the group accidentally uses the wrong pronoun for someone, apologize quickly and sincerely, and use the correct pronoun, then move forward. The bigger deal you make out of the situation, the more uncomfortable it typically is for everyone.

• Practice using gender inclusive language when referring to anyone. For example, saying “people” or “folks” rather than “girls” or “guys” to refer to a group. Many people also use the pronouns they, them, and theirs when referring to a new person so as not to accidentally misgender that person.

• Always use a person’s chosen name. This should be a standard, and demonstrates respect and affirmation of their identity.

CREATING HOME | 8 Before Getting Started (continued)

` Acknowledge potential discomfort with the topics at hand. Remind participants that everyone is coming to the discussion with varied experiences (e.g., race, gender identity, sexual orientation, class, immigration status, etc.) and that no one will force them to reveal anything about themselves that they don’t want to share. This is especially important for middle or high school students, who may be beginning to grapple with aspects of their identity.

` Clarify the difference between dialogue and debate. A debate is about staking out a position and trying to convince everyone else that you are right and they are wrong. A dialogue is about exchanging ideas in order to learn from one another, which means actively listening as well as talking. It also means that you aren’t trying to force participants to accept a particular set of values or beliefs. Remind everyone you are engaging in a dialogue, not a debate.

` Invite participants to share their honest opinions. Encourage participants to not just say what they think you (or others) want to hear. Avoid leading questions and, in the case of students, assure them that they won’t be graded on what they say or believe.

` Model the use of inclusive language during classroom discussions. For example, when mentioning families, use terms such as “caregiver” or “family members” or “adults at home” to create space for all types of family structures.

` Leave time to consider activities that are listed in this curriculum, or brainstorm your own. Addressing injustice—especially injustice that may be a part of participants’ lived realities— can lead to anger, sadness, and despair. Give participants the space to acknowledge these feelings, as well as the support to help them engage in positive actions to make a change.

` Be prepared to protect vulnerable participants. Keep an eye out for students who seem to be struggling or upset. Offer to speak with them privately and be sure to have handy a list of local resources, support services, or professionals who can help.

` Be honest about what you do and don’t know. Use phrases such as, “I don’t know,” “That’s a good question,” or “Let me do some research and get back to you on that.” The resources sections throughout this collection are good starting points for further information and reading.

CREATING HOME | 9 Discussion Guide

The Discussion Guide focuses mostly on questions and prompts that can help a facilitator shape a post-screening discussion, and only in a few places does it contain suggestions for resources to consult for further context on the issues. Questions are grouped into four themes (General, Given and Chosen Families, the Power and Politics of Naming, and the Impact of Place and Spaces). Each theme also has a separate Module page in the collection, which contains background information, further reading, and resources which you should consult to prepare in facilitating a post-screening discussion.

Walk For Me

General The below quote is featured at the beginning of the film: “Love takes off the masks that we fear we cannot live without and know we cannot live within.” — The Fire Next Time, James Baldwin PRE-VIEWING DISCUSSION:

• What is the significance of this quote? What does it mean to you?

• Do you know who James Baldwin is? If students don’t know, you can share that he was an openly gay Black novelist, playwright, essayist, civil rights activist, lecturer, and poet. He wrote during the 1950s through the 1980s, and addressed themes of race, religion, and sexuality in his works. Online biographies can help provide additional information to consider sharing, such as http://outhistory.org/exhibits/show/aa-history-month-bios/james-baldwin and http://www.pbs.org/wnet/americanmasters/james-baldwin-about-the-author/59/.

POST- VIEWING DISCUSSION:

• Look back at the James Baldwin quote at the beginning of the film. Has your interpretation changed, or gained breadth or depth?

• What moment in the film do you think best exemplifies this quote?

• How does Hanna’s demeanor and energy change throughout her performances at the ball? What do you think this represents?

• Who inspired you in the film and why? Consider the specific qualities that you saw in the characters that you appreciated.

• What scene in the film stood out to you the most? Why?

• What aspects of Hanna’s life and her identity do you think influence her experiences? Consider aspects such as age, gender identity, race, socioeconomic status, and more. What do we see in the film, or have you seen or experienced in your life, that illustrates some of the tensions that might be caused when different aspects of identity intersect within one person?

CREATING HOME | 10 Discussion Guide (continued)

Given and Chosen Families See page 18 for background information and resources on this topic.

• In the opening scene, we are introduced to Hanna and her mother’s relationship dynamic.

»» How does Hanna’s mother show her affection at the beginning of the film? Consider actions, language, body language, tone, etc.

»» How does this change at the beginning of the film compared to the end? How does the film portray Hanna’s mother’s process of learning and acceptance?

»» Compare this with Hanna’s ball mother, Paris. How does Paris show affection and support for Hanna? Consider actions, language, body language, tone, etc.

• In what ways do each of Hanna’s families protect her throughout the film?

• In what ways does the film emphasize the power, purpose, and role of families in Hanna’s life? Consider actions, tone, composition, dialogue, etc.

• Why do you think Paris tells Hanna’s mother “You should be thanking me”? What effect does this have for each protagonist?

• Why do you think Paris chooses to text Hanna’s mother to tell her where she is? What effect does this have for each character, including Hanna?

• In this film, Hanna calls Paris “Mother” and Paris’ other daughter “Auntie.” What do you think the use of these terms tell you about ball culture? What do you think this tells you about the way families can be built, both in ball culture but also in general?

• What are actions you or your school could take to help LGBTQ students feel a sense of community and that they are supported?

The Power and Politics of Naming See page 23 for background information and resources on this topic.

• Which characters’ names do we learn and not learn in this film? What significance do you think this has?

• How does Hanna’s mother’s relationship and use of her daughter’s name change throughout the film? What significance do you think this carries?

• What methods did you notice the film used to emphasize the power and importance of names? Consider actions, tone, composition, dialogue, etc.

• Why do you think it is important to respect and use someone’s chosen name?

• What are actions you or your school could take to respect and affirm trans and non-binary students and their names?

CREATING HOME | 11 Discussion Guide (continued)

The Impact of Place and Spaces See page 28 for background information and resources on this topic.

• In what ways does the location of where Hanna lives shape or influence the journey of her identity?

• The ball as a space to which Hanna has access to is an important aspect of the story.

»» What do you learn about ball culture from this film?

»» Ball culture’s history is tied to communities of color in New York City. What else do you know, if anything, about Voguing: The Message, 1989 documentary film ball culture? Image credit: David Bronstein, Dorothy Low, Jack Walworth, and Frameline Distribution »» What questions do you have about ball culture after watching the film? Consider having examples of resources students can consult to learn more, for example the documentaries Kiki, Voguing: The Message, Walk!, and Paris is Burning, and the resources listed at the bottom of this section.

»» What do you know about how ball culture has impacted LGBTQ culture and general popular culture today? Consider reading articles that discuss cultural appropriation of ball culture in preparation for discussing this question. One example is the Huffington Post article about the Kiki, 2016 documentary film Image credit: Sara Jordenö cultural appropriation of the term ‘yas’: https://www. huffingtonpost.com/entry/heres-the-real-origin-of-the-word- yas_us_578ce747e4b0fa896c3f4306 (please refer only to the text in this article, as the embedded videos and podcast include some profanity).

»» While this film is not about the concept of drag, in case it comes up in your discussion it’s important to note that performing drag and identifying as trans are two completely separate things. The National Center for Transgender Equality has a helpful resource for more context: https://transequality.org/issues/resources/understanding-drag.

• What are actions you or your school could take to create spaces and an environment where LGBTQ students feel safe and welcomed?

Further Reading on Ball Culture History and Context:

• A short early history from the Smithsonian: http://americanhistory.si.edu/blog/queens-and-queers-rise-drag-ball-culture-1920s

• An overview from Grinnell College: http://haenfler.sites.grinnell.edu/subcultures-and-scenes/underground-ball-culture/

• Contemporary history and examples: http://www.slate.com/blogs/outward/2016/08/12/ ballroom_culture_s_gender_model_offers_rich_alternative_to_cis_trans_division.html

• A personal article from Vice, “My Ballroom ‘House Father’ Made Me the Man I Am Today”: https://www.vice.com/en_us/article/xww5ea/my-ballroom-house-father-made-me-the- man-i-am-today

CREATING HOME | 12 Discussion Guide (continued)

Deep Run

General “Coming out” journeys around sexuality are often layered, and there are many ways to be and levels of being “out.”

PRE-VIEWING DISCUSSION:

• What does “coming out” mean to you?

• Where does this language come from? Are there other words you can think of to describe this type of journey? One resource to learn more is the Time article “The History Behind Why We Say a Person ‘Came Out of the Closet’”: http://time.com/4975404/national-coming-out- day-closet-metaphor-history/

• What are different things that people might “come out” about?

• What are some examples of layers or levels of “coming out” that you can think of? Consider different places and spaces, for example at school, at work, with family, at places of worship, etc.

• Why do you think some people might “come out” in some contexts or spaces of their life and not in others?

• How is coming out about sexuality different than self-discovery or coming out about gender? How are they similar? Consider this excerpt below from a GLAAD resource (https://www. glaad.org/transgender/allies) to help inform conversations:

Understand the differences between “coming out” as lesbian, bisexual, or gay and “coming out” as transgender. “Coming out” to other people as lesbian, gay, or bisexual is typically seen as revealing a truth that allows other people to know your authentic self. The LGB community places great importance and value on the idea of being “out” in order to be happy and whole. When a transgender person has transitioned, and is living their life as their authentic self—that is their truth. The world now sees them as who they truly are. Unfortunately, it can often feel disempowering for a transgender person to disclose to other people that they are transgender. Sometimes when other people learn a person is trans, they no longer see the person as a “real” man, woman, or person they are which, of course, is not the case. Some people may choose to publicly discuss their lives in an effort to raise awareness and make cultural change, but please don’t assume that it’s necessary for a transgender person to disclose that they are transgender in order to feel happy and whole.

CREATING HOME | 13 Discussion Guide (continued)

POST-VIEWING DISCUSSION:

• Review your thoughts on the pre-viewing discussion.

»» Now that you’ve watched the film, what are the different places or spaces in which Cole is treated like the man he is? What factors do you think influence this?

»» In which places or spaces is Ashley “out” about her sexuality? What factors do you think influence this? Consider examples such as school, with family, with friends, at places of worship, in the general public, etc.

»» How do you think these experiences impact each of their lives?

• Who inspired you in the film and why? Consider the specific qualities that you saw in the characters that you appreciated.

• What scene in the film stood out to you the most? Why?

• What aspects of Cole’s life and his identity do you think influence his experiences? Consider aspects such as age, gender identity, sexuality, race, socioeconomic status, religion, citizenship status, and more. What do we see in the film, or have you seen or experienced in your life, that illustrates some of the tensions that might be caused when different aspects of identity intersect within one person?

Given and Chosen Families See page 18 for background information and resources on this topic.

• Cole says at the beginning of the film that he is “afraid to be alone” and often emphasizes that he’s a “relationship person.” How do his relationships with others (or communities) influence his journey with his own identity?

• Cole has a tense relationship with his given family. As we move through the film, who or what communities does Cole choose to deepen his relationship with?

»» How do those communities and/or his choice of communities change over time? What benefits or types of support do these communities provide?

»» How does his selection of chosen family parallel his self-discovery journey?

• How do Ashley’s relationships with her chosen family parallel her coming out journey? How is the line between given and chosen family blurred in Ashley’s life?

• Religion plays a significant role in the film and in the protagonists’ lives.

»» How does Cole’s relationship with the church parallel his relationship with his partners?

»» What do you think motivates Cole’s decision to get baptized?

»» Why do you think Ashley realizes that finding a church home will be difficult before Cole does? Why do you think they disagree about this at first?

»» How do we see LGBTQ people in the film impacted by not being accepted by their church, places of worship, or faith?

»» Cole and Ashley spend a significant portion of their energy looking for a church community to call home. Why do you think this is so important to them? What ultimately ends their search? What do you think this signifies, for their relationship with each other and their own identities?

CREATING HOME | 14 Discussion Guide (continued)

• How does Cole and Ashley’s relationship change over the course of the film?

• At certain points in the film, Cole struggles with mental health issues. How does he get support for these issues? What role do the people in his life play in supporting or impacting his mental health? What resources do you know of around support for mental health, especially for LGBTQ youth? For ideas consult the resources in the “Before Getting Started” section in this collection.

• What are actions you or your school could take to help LGBTQ students feel a sense of community and that they are supported?

The Power and Politics of Naming See page 23 for background information and resources on this topic.

• Think about the way Cole’s names are used throughout the film, and who is using them. For example, his grandmother calls him Cole long before anyone else does. What can you learn about each person’s relationship with Cole from if they honor his name or not?

• When Cole learns the word “transgender” online, it helps him name what he’s experiencing. What does this example illustrate about the power of language to help us understand our own identities?

»» What do you think happens when we don’t have language or access to language to help us understand or describe our own identities?

»» In what ways do you think technology and the Internet might be helpful when it comes to connecting with information or experiences? In what ways do you think it might be harmful or dangerous?

»» Why do you think it’s important to teach everyone about gender identity and expression?

• How does Cole exercise agency or empowerment in his life by choosing different names? What moments in the film do you think exemplify this?

• What are actions you or your school could take to respect and affirm trans and non-binary students and their names?

CREATING HOME | 15 Discussion Guide (continued)

The Impact of Place and Spaces See page 28 for background information and resources on this topic.

• Cole’s coming out and self-discovery process is a focal point of this film. In what ways does living in a rural area create obstacles for this journey? In what ways does it contribute positively to this journey?

• How is Cole’s movement from one home to another a reflection of or contributor to his coming out and self-discovery process?

• At the end of the film, Cole expresses that he doesn’t see himself leaving the area until he is much older and if he does it would be to go to the mountains. Why do you think that is? What importance do you think it carries that he would want to stay in a rural environment?

»» How have you seen the media (TV shows, films, news, written articles, etc.) portray LGBTQ people or experiences in the South or rural areas? How are Cole’s experiences and viewpoints similar and/or different from those portrayals?

»» Consider media portrayals (TV shows, movies, news, written articles, etc.) of rural life. How do you think the experiences in this film differ and/or are similar to those portrayals?

• If you are from a rural location, what scenes or experiences in the film resonated with your own experience? Which ones differed? If you are not from a rural location, did this film complicate your understanding of rural life? If so, how? Did you find yourself confronted with any misconceptions?

• Why do you think LGBTQ spaces exists? Consider LGBTQ centers, student groups, neighborhoods, dance clubs, etc. Why do you think they are important?

• What are actions you or your school could take to create spaces and an environment where LGBTQ students feel safe and welcomed?

CREATING HOME | 16 Discussion Guide (continued)

Cross-Comparison for Both Films

Given and Chosen Families

• In both films, the main protagonists’ chosen family is central to their identity, self-discovery, and coming out journeys. What do these chosen families have in common? What is unique to each?

• How does Deep Run exemplify the James Baldwin quote shown at the beginning of Walk For Me?

• How is phone communication and technology used to explore and highlight family relationships in each film?

The Power and Politics of Naming

• How is each protagonist’s life and identity journey affected by the names their communities use with them?

• What are the causes and effects of naming affirmation (e.g. people/communities in each character’s life affirming the name they have chosen to use) in each film?

• What techniques does each film use to communicate the importance and power of names? How are they similar? How are they different?

• How do we see labels used in each film, and the impact it can have on one’s identity?

• How do mothers, in particular (both given and chosen), use names differently in both films?

• In addition to the power and politics of naming, what do you think are some of the personal impacts naming can have? Consider what it might mean personally in terms of identity and self-esteem to be able to choose the name others use for you.

The Impact of Place and Spaces

• Compare and contrast the obstacles and positive aspects of the settings in each film. What issues seem more universal, and what issues seem more related to being a result of space and location?

• Are there any differences or similarities you notice in terms of what community looks like in each of the places where each protagonist lives?

• Where is safety and where is danger in each place? Compare and contrast the way the films portray this safety and danger.

• How do the protagonists in each film adapt themselves and their beliefs to where they live?

• How is movement from one place to another (e.g., physical homes, places of worship, cultural spaces) a complex issue in both films? In what ways is each protagonist “free” to move to certain places or spaces, and in what ways are they not?

CREATING HOME | 17 MODULE 1 Given and Chosen Families

Humans are social creatures; we need our communities to survive SUGGESTED TIME FOR and thrive. Often, we need different communities to explore our EACH ACTIVITY • 30-to-60 minutes (can be adapted identities and become our truest selves (Eriksen, 2010). Sometimes based on how much time you have) those communities are our given family (the family we are born with or adopted into); but other times we need more in order to gain MATERIALS NEEDED

acceptance and develop a sense of community. Warm-Up Exercise The people we choose to surround ourselves with and create • Access to a computer and Internet to create a word cloud, or post-its if a community with are often known as our chosen family. Given non-technical version works better families and the ways that they accept or don’t accept, and support or don’t support, aspects of who a person is and their identities Activity Option 1: Watch, Discuss, and Write can sometimes be layered, problematic, absent or actively harmful. • Access to the Internet and projector, For this reason, queer people have long created their own chosen screen, and audio to play “The families; sometimes modeling them on traditional families, creating Importance of Chosen Family” video networks of friendship, love, and mutual support (Weston, 1997). • Discussion questions handout, or projected or written on a board This module explores the role and importance of chosen family in • Writing reflection prompt handout, or the films, and encourages students to examine and embrace their projected or written on a board own chosen communities. Activity Option 2: Visualization • Materials, such as: SOURCES - Paper Eriksen, Thomas Hylland. “The Social Person.” Small Places, Large Issues: An Introduction to - Markers/crayons/pencils Social and Cultural Anthropology (Third Edition). Pluto Press, London; New York, 2010, pp. 44–61. JSTOR, www.jstor.org/stable/j.ctt183pb0b.8. - Scissors Weston, Kath. Families We Choose: Lesbians, Gays, Kinship. Columbia University Press, 1997. - Tape or glue - Magazines - Any other media you have at hand (e.g. yarn, 3D materials, etc.) Teacher/Student Leader Instructions - If your group is digitally savvy, you can also use Photoshop Keep in mind that discussing family may cause complex emotions or a similar program

to surface for some students. It is pivotal to frame all activities as • Activity prompt handout, or inclusive of multiple definitions of what family might mean and projected or written on a board encompass, and students should approach talking about family • Reflection prompt handout, or and participating in the activities in the way they feel the most projected or written on a board comfortable. See the facilitation tips in the “Before Getting Started” section of this collection for more suggestions around general framing and creating a welcoming and inclusive space. You might also consider identifying resources, such as your school counselor, that students can consult if the activity surfaces any emotions that they’d like to talk about.

CREATING HOME | 18 Module 1: Given and Chosen Families (continued)

Warm-Up Exercise

1 What ideas, actions, or events are central to your concept of family? Make a word cloud! Have students jot down words that they associate with ideas, actions, or events that are central to their own concept of what “family” means. Tell students the term family can include many different types of individuals, and it does not have to be limited to biological relation or the people you live with. Some examples of who might be included in someone’s concept of family are parents, grandparents, siblings, guardians, caregivers, cousins, friends, neighbors, community members, teachers, and more.

2 Collect student responses. Creating a Google Doc or online shared document is useful for students to submit their responses and for you to aggregate them. If this option is not available to you but you have access to the Internet, you can collect each student’s hand written responses and add them yourself to an online world cloud generator (see below). Or if a non-technical version of this activity works better, students can write words on individual post-its and then place them on butcher paper or the wall.

3 Submit the words to an online word cloud generator, such as Wordle: http://www.wordle.net. If you are using the non-technical approach, ask students to cluster together post-its with the same word.

4 Once the cloud is generated, show the class or group. Ask students to answer the following questions in an open discussion:

»» What concepts are the most shared? (look for big words/large clusters)

»» What concepts are most unique? (look for small words/small clusters)

»» Did you see these concepts reflected in the film? When? Where?

CREATING HOME | 19 Module 1: Given and Chosen Families (continued)

Activity Option 1: Watch, Discuss, and Write

1 Have students view, either individually or together, this short video on chosen family: www.nbcnews.com/video/queer-2-0-the-importance-of-chosen-family-811533891617.

2 Ask students to think of any examples of chosen family in their own life. For example, many folks have cousins, aunts, or uncles that aren’t necessarily biologically related, but part of their concept of “family” nonetheless.

3 Break students up into small groups, and distribute the discussion questions with the following prompt: Select at least one of the below questions to discuss, and explore how chosen families support the protagonists in each film.

DEEP RUN

• Cole’s creation of chosen family is a consistent theme throughout the film. How does Cole create his chosen family throughout his story?

• How does Cole talk about his chosen mother? What is she bringing into his life?

• How does Cole support others as part of their chosen family?

• What do you think are the different purposes of having families, whether they are given or chosen?

WALK FOR ME

• When did you notice people using names traditionally associated with family with one another?

• In what ways do you think Hanna’s ball family emulates a “traditional” family structure? In what ways do you think it differs? This article can be a helpful resource for teachers and students leaders facilitating this activity to review in advance for more context on ball culture: https://www.vice.com/ en_us/article/xww5ea/my-ballroom-house-father-made-me-the-man-i-am-today. You can also explore the “Further Reading on Ball Culture History and Context” in the Walk For Me Discussion Guide section on page 12.

• How does Hanna’s chosen family support her and help her on her journey? How do they support one another?

• What do you think are the different purposes of having families, whether they are given or chosen?

4 Have students write a short personal reflection using the below prompt: Now that you’ve explored chosen family in the films, reflect on the chosen family in your own life. How have the people you’ve chosen to build different communities with supported you in your life? What are ways you might be able to provide support and build a sense of community for your fellow classmates?

CREATING HOME | 20 Module 1: Given and Chosen Families (continued)

Activity Option 2: Visualization

1 For this activity, students will be creatively visualizing their family or community tree / shrub / web / whatever shape it takes. You’ll need to provide students with materials for this. Consider any combination of the following:

»» Paper

»» Markers/crayons/pencils

»» Scissors

»» Tape or glue

»» Magazines

»» Any other media you have at hand (e.g. yarn, 3D materials, etc.)

»» If your group is digitally savvy, you can also use Photoshop or a similar program

2 Distribute materials and the below prompt to the students: Using the provided materials, create a visual representation of what you think of as family. Approach this activity how you feel the most comfortable, and remember that the term “family” can mean many things to different people. This can be representative of your given family, your chosen family of friends, people in different communities you are a part of that support you (e.g. places of worship, sports teams, student groups, etc.), or a combination of all these things and more. If you prefer, you can also approach this activity as what you think of as community, and people in your life who support you and the different roles they play. Get creative! Is your family or community a tree? A shrub? A network of interlocking webs? Anything and everything is great!

3 Once they are ready, students can share with their groups or the entire class if they feel comfortable. Consider using the following reflection prompt: Look back at your visualization of “family,” and those shared with your group. What did they have in common? What was unique to yours? What has this shown you about how you think about family?

CREATING HOME | 21 Module 1: Given and Chosen Families (continued)

Resources

• At the Intersections, a collaborate resource on LGBTQ youth homelessness, has a webpage focused on “Redefining Families: the role of chosen families and peer support networks of youth experiencing homelessness.” http://attheintersections.org/redefining-families

• Gender Spectrum helps to create gender sensitive and inclusive environments for all children and teens. They provide resources for educators and family members, and an online community called “The Lounge.” https://www.genderspectrum.org

• The Gender Tag Project is a collection of YouTube videos from users discussing gender identity and expression. https://youtu.be/7MgIkDOoG-s?list=PLFS4s3pfLP1xEfB_1Rsi52EwbOdR3hCK2

• HRC Foundation’s Welcoming Schools is the nation’s premier professional development program providing training to elementary school educators to welcome diverse families, create LGBTQ and gender inclusive schools, prevent bias-based bullying, and support transgender and non-binary students. http://www.welcomingschools.org

• Our Family Coalition advances equity for LGBTQ families with children through support, education, and advocacy. http://www.ourfamily.org

• PFLAG is the nation’s largest family and ally organization. Uniting people who are LGBTQ with families, friends, and allies, PFLAG is committed to advancing equality through its mission of support, education, and advocacy. PFLAG offers a variety of online resources, and has chapters across the country. https://www.pflag.org

CREATING HOME | 22 MODULE 2 The Power and Politics of Naming

Names can be used in both powerful and political ways. In many SUGGESTED TIME FOR cultures, a person’s name changes throughout their lives. Your parents EACH ACTIVITY • 30-to-60 minutes (can be adapted or family may give you a name upon birth, which might be accompanied based on how much time you have) by a naming ritual (e.g., christening, baptism, naming ceremonies, or signing a birth certificate). You may receive a nickname from your MATERIALS NEEDED friends or family. As you grow older, those names may change as you as Warm Up Exercise individual do, too. New friends may give you new nicknames, you may • Prompt handout, or projected or receive a new title that symbolizes an achievement or responsibility, written on a board

such as “Dr.” or “Coach”, and/or you might marry and change or Activity Option 1: hyphenate your name. You might name the people around you, for Reading and Writing Reflection example the names you use for your family members, giving nicknames • Handout of or Internet access to to your friends, using different names for sports teammates, etc. These “Why It’s So Important to Respect Transgender People’s names usually tell you something about you and your relationship to the Chosen Names” folks around you, and often connect to different communities you are a • Optional: Handout of or Internet part of. This activity will explore how the power of naming works in the access to “9 Transgender People Share How They Chose Their Names” films and in life. In this module, the concept of “naming” will encompass • Discussion questions handout exploring proper nouns, identities, and pronouns. • Writing reflection prompt handout The ability to choose your own name and have it recognized by your Activity Option 2: government or society can be especially empowering to marginalized Reading and Community Action or disenfranchised groups. Politically, naming and legal name • Handout of “The Power and Mystery recognition can mean you have fuller access to civic life; for example, of Naming Things” or laptop, Internet, and speakers to play the audio your official identification, voting records, and property records can • Handout of or Internet access to the reflect your authentic name. Some trans people may want to change #SayHerName movement webpage their name or gender marker on their identity documents, but it’s • Discussion questions handout, or important to note that not all trans people want or need to do this. The projected or written on a board National Center for Transgender Equality states, “For many transgender • Writing reflection question handout, or projected or written on a board people, not having identity documents like driver’s licenses or passports that match their gender means that they might not be able to do things that require an ID, like getting a job, enrolling in school, SOURCES Monticello. “Naming Patterns in Enslaved opening a bank account, or traveling. Some transgender people who Families.” https://www.monticello.org/site/ use an ID that doesn’t match their gender or their presentation face plantation-and-slavery/naming-patterns- harassment, humiliation, and even violence… Unfortunately, these enslaved-families changes are often expensive, burdensome, and complicated, putting National Center for Transgender Equality. “Frequently Asked Questions about them out of reach for many people.” Transgender People — What are some of the official records transgender people Historically, the right to determine your name and have it legally may change when they’re transitioning?” recognized has not been extended to all people. For example, https://transequality.org/issues/resources/ frequently-asked-questions-about- enslaved people in the US often did not have power over their legal transgender-people name and often enslavers referred to and recorded them as modified versions of their full names (Monticello).

CREATING HOME | 23 Module 2: The Power and Politics of Naming (continued)

Warm-Up Exercise

This exercise should get students started thinking about the concept of names carrying power. Have students discuss (in pairs or in groups) the warm-up prompt below: What do you know about the story of your own name, either first, middle, last name, or a nickname? How and why was your name or nickname chosen? What does this name mean in your family history? Is there anything you like about your name or nickname and its meaning? What about anything you dislike about your name or nickname and its meaning? How do you think your name or nickname has shaped or influenced your life so far?

Activity Option 1: Reading and Writing Reflection

1 Hand out and have students individually read the opinion article “Why It’s So Important to Respect Transgender People’s Chosen Names” by Lore Graham: www.yahoo.com/news/why-important-respect-transgender-peoples-160000139.html. If you have time, you can also consider including a second article that provides some examples of trans people sharing the significance of their name, entitled “9 Transgender People Share How They Chose Their Names”: www.refinery29.com/2017/09/172617/transgender-people-share-why-choosing-names.

2 Have students respond to at least one of the below questions, either in pairs, groups, or as an entire class.

GENERAL

• What are some reasons the authors provide that illustrate naming oneself can be powerful? What are some reasons that you can think of that are not discussed in the articles?

• When a trans or non-binary person decides on their name, it should not be seen as a choice to use it or not. Using examples in the articles or in the films, what are the damages and effects of not using a trans or non-binary person’s chosen name?

DEEP RUN

• How does Cole exercise agency or empowerment in his own naming process?

• How does his name change throughout the film? What do each of these changes signify for his identity journey?

• How does Cole respond when people do not use the name he uses for himself? Why do you think he may respond the way he does?

• How are pronouns used in Cole’s life? How do we see this change throughout the film and with different individuals? What impact do you think this has on him?

• Cole’s journey would likely be considered binary, meaning speaking in terms of either male or female, in that he’s starting at one gender marker (female) and mostly talking about moving to another gender marker (male). It’s important to acknowledge this is not everyone’s story, and there are gender identities that are non-binary or non-conforming. How might naming impact gender non-conforming or non-binary people differently? Some resources to consult around discussing gender non-conforming or non-binary identities include: https://www.meretheir.com/knowledge2/, and GLSEN’s

CREATING HOME | 24 Module 2: The Power and Politics of Naming (continued)

resource “Here’s Why Non-Binary Students Need Allies” (https://www.glsen. org/blog/here%E2%80%99s-why-non-binary-students-need-allies) and video “How to Support Non-Binary Students” (https://www.youtube.com/watch?time_ continue=1&v=KQUQI0BrKnA).

WALK FOR ME

• In what ways does Hanna become empowered by her name?

• At what point in the film does Hanna respond to her mother? Why do you think this is significant?

BOTH FILMS

• How does each protagonist exercise agency or empowerment in their own naming process?

• How do the protagonists in the films show their affirmation and respect for others through the way they name them?

3 Have students compose a short, written reflection addressing some of the below questions, which you can distribute to them individually. You can use or adapt the below prompt: Many of us have different names used for us in different communities, for example family nicknames, job titles, shortened names, etc. In this exercise, you will provide a written response to at least one of the following questions. If speaking from personal experience is difficult, consider using examples of public figures (musicians, actors or actresses, politicians, etc.) or characters in literature, film, or TV. Keep in mind the confidentiality agreement we established as a group. As a general rule, do not write or share about anyone else’s experience, especially in our group, class, or school, unless you have privately secured their consent and approval to do so.

• Can you think of any occasions where you have, or someone you know has, different names in different communities? How does this illustrate your or their relationship to that community? How does this change how you or the person might relate to a sense of identity in those different moments and situations?

• How might a person’s feelings of safety, inclusiveness, or power be impacted by the name others use for them?

• In what situations might a person be able to control the names that others use for them? In what situations might a person not be able to control the names that others use for them? How might these different situations affect the way a person feels about themselves?

• Can you think of a situation where you or someone else was called by a name that is different than what you call them? Why might this have been the case? Have you been in a situation where you or someone you know was called by a name that you know they don’t prefer? How do you think that affected the person?

4 To close, if students feel comfortable they can share a highlight from their reflection with a partner, small group, or the entire class.

CREATING HOME | 25 Module 2: The Power and Politics of Naming (continued)

Activity Option 2: Reading and Community Action

Trigger Warning: The below resources contain frank discussion of experiences around sexual and physical violence. This may be triggering or uncomfortable for some students, please let them know about the content ahead of time so that they may opt out at any time if necessary.

1 Speaking names is often an act of respect, recognition, and remembrance. Hand out the following article, or listen to the audio recording (5.5 minutes), “The Power and Mystery of Naming Things” by Eve Ensler: http://www.npr.org/templates/story/story. php?storyId=5285531.

2 Have students review this webpage for the #SayHerName movement, or hand out printed copies of the page if you don’t have Internet access: http://www.aapf.org/ sayhernamewebinar (focus on the text on the page, not the video).

3 Have students discuss and respond to some or all of the following questions as a group:

• In the context of this exercise and with these readings, “naming” is a concept that encompasses proper nouns (e.g., what someone calls themselves), identities (e.g., trans, queer, etc.), and pronouns (e.g., he/him/his, she/her/hers, they/them/theirs, etc.). What do you think are the differences and similarities between these elements?

• In both of these examples, what is the power and importance of speaking a name aloud? What is at stake if these names are not spoken aloud?

• Which communities do you think are impacted the most by the power of naming? In what ways do you think they are impacted? Consider an intersectional approach, which means recognizing multiple aspects of identity, including race, socioeconomic status, religion, disability, gender, sexuality, etc. Use examples from the readings or the films, and also draw upon your own experiences or what you have seen in the news, on film or TV, and read in literature.

• In each film, the act of speaking a name aloud is powerful and meaningful. When and where did you find examples of this in each film? Discuss.

4 After the students have discussed, encourage them to consider how they can turn the knowledge they just learned into actions that will support a more inclusive school or community environment. Consider using the below prompt: Now that you have learned and reflected about the power and politics of naming, brainstorm with your group: who in your community might be the most impacted by naming practices? What do you think you can do in your own school community to honor and respect naming? With your groups, come up with at least three different types of action strategies. This can range from individual support and recognition, to social media campaigns, to creating more inclusive school policies. Be creative!

CREATING HOME | 26 Module 2: The Power and Politics of Naming (continued)

Resources

• District of Columbia Public Schools’ • GSA Network’s “Supporting Transgender and Gender Nonconforming Transgender Students” Policy Guidance is a tool for schools, https://gsanetwork.org/trans parents, and students to effectively navigate laws, regulations, and policies • National Center for Transgender that support transgender or gender Equality’s “Frequently Asked Questions nonconforming students. There is also a about Transgender People” section about “Names/Pronouns.” https://www.transequality.org/issues/ https://dcps.dc.gov/publication/dcps- resources/frequently-asked-questions- transgender-and-gender-non-conforming- about-transgender-people policy-guidance

• National Park Service’s • Gender Diversity provides family support, LGBTQ Heritage Theme Study community building, and awareness https://www.nps.gov/subjects/ campaigns to improve the well-being for tellingallamericansstories/ people of all gender identities. lgbtqthemestudy.htm http://www.genderdiversity.org/

• The Transgender Law Center is an • GLAAD’s “Glossary of Terms” advocacy organization working to https://www.glaad.org/reference/ change law, policies, and attitudes transgender around gender identity and expression. They also offer resources on identity • GLAAD’s “Tips for Allies of documents (see second link). Transgender People” https://transgenderlawcenter.org https://www.glaad.org/transgender/allies https://transgenderlawcenter.org/ resources/id • GLSEN’s lesson plan Misgendering and Respect for Pronouns • The Transgender Legal Defense https://www.glsen.org/article/ and Education Fund is an advocacy misgendering-and-respect-pronouns organization. It includes the Name Change Project, which helps low-income trans • GLSEN’s lesson plan people with name change applications. Beyond the Gender Binary http://www.transgenderlegal.org/ https://www.glsen.org/article/ beyond-gender-binary • We’ve Been Around is a series of short films celebrating the lives of a few • GLSEN’s Make Your GSA Transgender and transgender pioneers through history. Gender Nonconforming Inclusive http://www.wevebeenaround.com/ https://www.glsen.org/GSA/making- episodes your-club-inclusive-transgender-and-gnc- students

CREATING HOME | 27 MODULE 3 The Impact of Place and Spaces

Where someone lives—their country, region, state, city, community, SUGGESTED TIME FOR or neighborhood—can be a major influence on their life in terms of EACH ACTIVITY • 30-to-60 minutes (can be adapted experiences, perspectives, opportunities, and more. Different places based on how much time you have) also provide access to different spaces that can have implications on identity and around a sense of safety or belonging, for example MATERIALS NEEDED community centers, cultural convenings, houses of worship, Warm Up Exercise educational institutions, nightlife options, and other spaces where • Prompt handout, or projected or people gather and interact with one another. written on a board Place and spaces influence each of the protagonists in Deep Run and Activity Option 1: Research and Report Walk For Me. While Cole lives in rural Deep Run, North Carolina, • Discussion questions handout, or Hanna lives in urban New York City. Urban, in this sense, means projected or written on the board densely populated cities or spaces. The United States Census Bureau • Handout of or Internet access to identifies urbanized areas as having a population of 50,000 or more Movement Advancement Project maps people, and urban clusters having a population of at least 2,500 • Handout of or Internet access to and fewer than 50,000. Rural areas are spread out and less densely Human Rights Campaign maps populated and may consist of small towns. The United States Census • Research questions handout, or Bureau uses the term “rural” to encompass “all population, housing, projected or written on the board and territory not included within an urban area.” • Access to computers and Internet for researching Urban and rural places are often cast in opposition to each other; Activity Option 2: as social and political polar opposites, especially when it comes to Reading and Oral History/Interview rights and equality for LGBTQ folks. This module is designed to get • Handout of or Internet access to students to think critically about the limitations of these types of New York Times webpages dichotomies, and to examine the complex nature of the safety, support, • Handout of or Internet access and communities that can be found in different places and spaces. to selected stories from Country Queers website To do this, these activities examine data from the census and on legal • Push factor and pull factor rights and access to examine LGBTQ life across the US. definitions handout, or projected or written on a board Before watching the films, you might provide framing for the students • Discussion questions about to move beyond any stereotypes or preconceived ideas of LGBTQ articles handout, or projected experiences in rural or urban areas. You can remind them that there are or written on a board stories of both discrimination and acceptance in all areas and places. • Discussion questions about films handout Encourage students to think about the similarities and differences of • Closing discussion questions their own experiences from what they see in the films, regardless of handout, or projected or written on how similar or different they think their community might be from the a board settings of the stories. • Oral history / interview instructions handout, or projected or written on a board SOURCE: The United States Census Bureau. “Urban and Rural.” https://www.census.gov/geo/reference/urban-rural.html

CREATING HOME | 28 Module 3: The Impact of Place and Spaces (continued)

Warm-Up Exercise This activity should get students thinking about where they live, and what they think the pros and cons are for LGBTQ people living in their area. Have students discuss (in groups or partners) the warm-up question below: What factors or issues do you think can be used to determine LGBTQ equality and access (i.e., opportunity for jobs, education, etc.) throughout the US?

If the group is having difficulty coming up with ideas, some factors you can share might include laws, protections in work or school environments, social acceptance, and access to spaces where LGBTQ people feel comfortable and welcomed.

Activity Option 1: Research and Report

1 Divide the students in to groups or partners. Have them discuss these questions:

• Do you consider your community urban, rural, or somewhere in between?

• Where do you think your community stands in terms of rights for LGBTQ people? What about your state? Consider the factors discussed in the warm-up exercise.

2 Provide students with handouts or links to these maps from the Movement Advancement Project (MAP) about LGBTQ equality using laws and policy as measurement: http://www. lgbtmap.org/equality-maps. MAP is a think tank whose goals are to provide data and analysis for LGBTQ communities in order to fight for social and political equality.

3 Provide students with handouts or links to the Human Rights Campaign maps which outline where each state stands on important LGBTQ issues: https://www.hrc.org/state-maps/. The Human Rights Campaign is a national LGBTQ civil rights organization that educates the public about LGBTQ rights and issues, and advocates for legal and social equality for LGBTQ people.

4 Have students select one factor that can help determine LGBTQ equality and access that they want to focus their project on. They can consider options from the full list of factors from the opening discussions, or something that might be referenced in the articles.

5 Have the students use the data provided in the resources to answer the following research questions:

• Where does your state stand on the factor for LGBTQ equality and access that your group is researching?

• What places in the US rank in the top for the issue or factor you have selected? What places are at the bottom? Did any of this data surprise you?

• What other rights for different communities of people, outside of LGBTQ rights, do you think would be important to examine and research when looking at equality and access?

6 After students have researched, have them share their findings with the group. This can be orally, or if you want to expand this lesson you can have them create a simple presentation with PowerPoint or Keynote.

CREATING HOME | 29 Module 3: The Impact of Place and Spaces (continued)

Activity Option 2: Reading and Oral History / Interview

1 Hand out or have students read this article from the New York Times, discussing LGBTQ population density throughout the US: https://www.nytimes.com/2015/03/21/upshot/the- metro-areas-with-the-largest-and-smallest-gay-population.html. This article is intended to complicate students’ idea of where LGBTQ folks live. In general, the study finds that the LGBTQ population in the US is not as concentrated as it once was; folks are spreading out and heading to new places.

2 Hand out or have students read online excerpts from Country Queers, a multimedia oral history project documenting the diverse experiences of rural and small town LGBTQIA folks in the US: https://countryqueers.com. Below are a few stories from Country Queers that share themes examined in Deep Run, and as a result might work well for this activity:

• https://countryqueers.com/2013/10/17/5-kendall-21-southwest-virginia/

• https://countryqueers.com/2015/02/17/tyler-30-hattiesburg-ms/

3 Ask students what are some reasons why people in both rural and urban spaces choose to make their homes there. They may discuss their responses orally, or list them on a blackboard or large sheet of paper.

4 Discuss push and pull factors with students, providing the below definitions (Beck, 2012). Have them provide some examples of push and pull factors in their area, and in the US generally.

PUSH FACTOR – a political, social, financial, or environmental factor that causes someone to leave a place. For example, discrimination or lack of access to economic opportunities might be push factors.

PULL FACTOR – a political, social, financial, or environmental factor that causes someone to move to a new place. For example, a large LGBT community or new job opportunities might be pull factors.

SOURCE: Beck, Roger B. World History: Patterns of Interaction. Orlando, FL: Houghton Mifflin Harcourt Pub. Co, 2012.

5 Have students discuss the following questions about the articles:

• What places or experiences discussed in either resource surprised you?

• What do the authors of the New York Times article attribute to the higher LGBTQ populations in cities such as San Francisco, Austin, and Salt Lake City? What about to the lower LGBTQ populations in places such as Birmingham?

• How do you think people living in areas that don’t have high LGBTQ populations or access to LGBTQ spaces might find resources or community?

• What did you find most compelling or interesting about what you read about queer life in rural communities? What surprised you? What do you have in common with these experiences, whether you are from a rural area or not?

CREATING HOME | 30 Module 3: The Impact of Place and Spaces (continued)

6 Provide students with film specific discussion questions and have them respond to at least one question that interests them the most.

DEEP RUN

• Look at the sections in the New York Times article on Salt Lake City and Birmingham. What do these places share in common with Cole’s hometown? What might be pull factors for LGBTQ people to live in these areas?

• What differences and/or similarities did you notice between any experiences shared in the Country Queers resource and Cole’s experiences in the film?

• What are the push and pull factors in Cole’s life? Why do you think he decides to stay in or near his hometown? What might be other push and pull factors in Cole’s life outside of his gender identity and sexuality that might influence where he wants to live?

• Cole expresses in the film that he doesn’t see himself moving out of the area unless he is much older, and if he does it would be to move to the mountains. How does Cole’s desire to stay in a rural environment relate to anything you read in either article? How does this compare to other media portrayals (news, TV shows, films, written articles) that you’ve seen around LGBTQ people in rural areas?

• What types of spaces does Cole’s community have access to as it relates to his identity? What types of spaces does it not have access to? Consider places of worship, cultural gathering spaces, etc.

• What role do you think Cole’s personal interests might play in how much he likes living in his community in Deep Run or not?

WALK FOR ME

• Where does New York City fall within the list of estimated LGBTQ population in the New York Times article? What do the authors suggest might be additional factors to consider when thinking about LGBTQ populations in New York City?

• What might be some push and pull factors in Hanna’s life to stay and/or leave New York City? What might be other push and pull factors in Hanna’s life outside of her gender identity and sexuality that might influence where she wants to live?

• What role do you think Hanna’s personal interests might play in how much she likes living in her community in New York City or not?

BOTH FILMS

• Compare the push and pull factors in each protagonist’s life. Use the resources provided in the articles to help broaden your response.

• What do you think are the benefits to living in Cole’s community? What do you think are the hardships? What types of spaces does Cole have access to in his community? What types of spaces does he not have access to?

• What do you think are the benefits to living in Hanna’s community? What do you think are the hardships? What types of spaces does she have access to in her community?

CREATING HOME | 31 Module 3: The Impact of Place and Spaces (continued)

7 Close the activity with a discussion to help students think about where they live and how it relates to the experiences in the film and what they read in the articles. Have students discuss or write a short reflection on one or more of the following questions:

• How does your area support LGBTQ folks?

• What are the difficulties LGBTQ people in your area face? What actions or methods could you use to address those difficulties?

• What are some aspects of your community that attract people to want to live and remain there?

• What are some ways in which your community makes it easier or harder for LGBTQ people to openly live in the community and enjoy all that it has to offer? If you would like to expand this activity, you can assign students to do an interview or oral history, and adapt the following prompt: Use the issues and questions that came up during class discussions, the readings, and the films to interview someone in your community who has chosen to make their home there. Interviews can be written, or recorded through audio or video. A great resource for examples and inspiration is StoryCorps, a project that collects stories and interviews documenting diverse life experiences: https://storycorps.org. StoryCorps also offers a free app that can assist with recording interviews, and has helpful guides and interview tips: https://storycorps.org/participate/storycorps-app/. Sample questions to consider asking in the interview include:

»» How long have you lived in your area?

»» What makes your area feel like “home” to you?

»» What are the push and pull factors in your own life that influences your decision to live in this area? (Remember the definitions provided in class about push and pull factor, and consider explaining them to who you are interviewing if necessary.)

»» What attracted you to live where you do? What do you think is the most overlooked (positive) thing about your area? What makes your community unique?

»» Were there any aspects about your area that you originally disliked? Has your opinion on what you liked/disliked about your community changed over time since living there?

»» What difficulties do you face living in your area? How does your community support you?

»» How did you create community in your area? How has your community helped you explore your identity? If you would like to extend the activity further, students can share highlights from their interviews in a presentation, or you can create a webpage or digital resource that will display all the interviews.

CREATING HOME | 32 Module 3: The Impact of Place and Spaces (continued)

Resources

• Campaign for Southern Equality offers trainings to help create safer communities for trans and gender diverse people across the South, on a sliding scale to schools, non-profits, and more. They also created the resource Trans in the South: A Guide to Resources and Services (see second link). https://southernequality.org/lgbt-rights-toolkit/trainings-transgender-issues/ https://southernequality.org/wp-content/uploads/2017/10/TransintheSouth_October2017.pdf

• The below resources can help to findplaces of faith and worship that are welcoming, affirming, and accepting of LGBTQ members:

»» https://www.gaychurch.org/find_a_church/

»» http://www.believeoutloud.com/take-action/find-your-community

»» Transfaith is a nonprofit working to support transgender spiritual/cultural workers and their leadership in the faith community, http://www.transfaithonline.org/

• This article provides an overview of a study from the University of Kansas that examines needs of LGBTQ youth in rural areas. https://news.ku.edu/2016/05/06/study-determines-needs-lgbtq-youth-rural-areas- how-social-workers-communities-can-help

• These opinion pieces discuss the importance of LGBTQ spaces:

»» ATTN:, “Why Gay Bars Are So Important,” https://www.attn.com/stories/9025/why-gay-bars-are-important

»» Archer Magazine, “On the Importance of Safe Spaces, and the Power of the Queer Community,” http://archermagazine.com.au/2015/08/on-the-importance-of-safe-spaces- and-the-power-of-the-queer-community/

CREATING HOME | 33 Common Core Capacities of Literate Individuals

COMMON CORE CAPACITY

They respond They use to the varying technology They come to They build demands of They and digital understand They strong audience, task, comprehend media other demonstrate content purpose, and as well as They value strategically perspectives independence knowledge discipline critique evidence and capably and cultures

Discussion Guide (Pre- and Post- • • • • • Viewing Discussion)

Module 1: Given and Chosen • • • • • • • Families

Module 2: The Power and • • • • • • Politics of Naming

Module 3: The Impact of • • • • • • • Place and Spaces

Previous Youth in Motion Collections K-12 GSAs and schools can purchase most previous collections for the reduced price of $25 each. For more information, visit https://www.frameline.org/distribution/youth-in-motion/collections or email [email protected].

™

Resistance & Resilience QTPOC Local to Global

CREATING HOME | 34 Acknowledgements

About Youth in Motion Guide Advisors Thanks to the film Mere Abrams, MSW, ASW teams for their review Since 2008, Youth in Motion has provided free LGBTQ Director of Outreach, and contributions Clinical Researcher films and curriculum guides to GSAs (Genders & Supervisor, UCSF Child and WALK FOR ME Adolescent Gender Center Sexualities Alliances), student groups, and educators in · Elegance Bratton Sarah Benefiel Writer and Director schools nationwide. Youth in Motion now supports over Educator and GSA Advisor, Everett Middle School · Chester Algernal 25,000 students in over 1,200 schools and across all Executive Producer David Donahue, PhD 50 states! Learn more at www.frameline.org/distribution/ Professor of Education, DEEP RUN youth-in-motion. Director of Leo T. McCarthy Center, University of · Hillevi Loven San Francisco Director Ivy Hill · Chris Talbott About Frameline LGBT Rights Toolkit Coordinator, Campaign for Producer Frameline’s mission is to change the world through Southern Equality · Samara Levenstein Patrick Hurley Producer the power of queer cinema. As a media arts nonprofit, Principal, Foster City Elementary School · Special thanks to Frameline’s programs connect filmmakers and Reel South for providing audiences in San Francisco and around the globe. Laura Nichols access to the PBS Educator and GSA Advisor, broadcast version of Frameline’s integrated programs provide critical Everett Middle School Deep Run funding for emerging LGBTQ filmmakers, reach Ikaika Regidor, MSW Director of Education & Youth hundreds of thousands with a collection of more than Programs, GLSEN Designer 250 films distributed nationally, inspire thousands of Isabelle Weiskopf Julie Ann Yuen Student, St. Ignatius College students through Youth in Motion, which sends free Preparatory films and curricula to schools across the nation, and Christopher White, PhD Director, Safe and Supportive creates an international stage for the world’s best Schools Project, GSA Network LGBTQ film through the San Francisco International LGBTQ Film Festival and additional year-round Frameline Staff screenings and cinematic events. Learn more at Frances Wallace Brian Ray www.frameline.org. Executive Director Communications Manager Jon Carroll Bryce Kumagai Director of Development Sponsorship & Marketing Manager About the Curriculum Developer Daniel Moretti Director of Distribution & Storm Lee Educational Programming Operations & Systems Annelise Morris, PhD is a Social Science teacher at Manager Paul Struthers St. Ignatius College Preparatory in San Francisco, Director of Exhibition & Kevin Schaub Programming Program & Hospitality where she designs and teaches Ethnic Studies and US Manager Histories courses that focus on diversity and inclusion in David Warczak Director of Marketing and Michael Raible history education. She has a PhD in Anthropology and Strategic Partnerships Distribution & Educational Programming Associate Archaeology from UC Berkeley, where she specialized Mariana Lopez Membership & Administrative in African Diaspora and Queer histories. Manager

Youth in Motion is funded in part through the generous support of:

James C. Hormel & Anonymous The Hurst Family Fund Michael P. Nguyen

With additional support provided by:

© 2018 Frameline

CREATING HOME | 35