DIVERSITY ROLE MODELS HOME LEARNING PACK SECONDARY SCHOOL May 2020

[email protected] | 020 3795 9201 TABLE OF CONTENTS

I. HINTS AND TIPS

II. TAKING ACTION FOR EQUALITY - Age: 14-18 (Year 10-13)

III. STAND UP FOR EQUALITY - Age: 11-16 (Year 7-11)

IV. LGBT+ HISTORY - Age: 13-18 (Year 9-13)

V. IDENTITY ART - Age: 11-18 (Year 7-13)

VI. GLOBAL RIGHTS - Age: 13-18 (Year 9-13)

VII. FOUND POETRY ACTIVITY - Age: 11-18 (Year 7-13)

I. HINTS AND TIPS

Open up the conversation Use these resources, or our suggested books and films, to open up a conversation about LGBT+ identities, relationships and people. Make it clear that you are open to discussing them, that it’s not taboo and that diversity of gender identities and sexual orientation is a reality. Even if the child doesn’t seem engaged, it sends a clear signal that you are open to talking about LGBT+ equality.

Use books, films and TV shows Books, films and TV shows have the power to challenge our preconceptions, change our worldviews and empathise with people whose lived experience is totally different to ours. There are plenty of fantastic resources for all ages that represent a range of identities, make sure to encourage your child to read or watch things that center a range of experiences. There are also some interesting tasks you can set to make this learning more active and engaging.

Here are a few ideas: • Write a diary entry from a character's perspective. Consider how they felt during certain key scenes. • Write a letter to one of the characters as a supportive friend. Show understanding of the issues they face in certain scenes and their potential impact. • Create a comic strip illustrating some key scenes. • Write a review and discuss the key themes. • Write a sequel or prequel that explores a character’s identity in-depth. • Re-write the story but with characters from a different identity e.g. Titanic as a lesbian romance. Does this change how the characters behave, respond or develop? • Audit how representative a range of books, shows or films are. Whose experiences are being talked about? • Do the Bechdel test on a series of films – do two women talk to each other about something other than a man? Discuss the importance of representation in art and media. • Run a debate or discussion on the key themes raised in the film. • Create a mind map or poster showcasing the key themes.

Be led by your child Encourage their passions and interests. If your child has an interest in art, then allow them to pursue this passion and try and use it to open up discussions on LGBT+ issues within art. If they enjoy research, set some research tasks on topics such as LGBT+ rights around the world. If you can bring LGBT+ inclusion into a topic they are already interested in they are much more likely to engage.

Language is important We naturally use language that contains a great deal of assumptions. When your child is reading a novel with a female lead, do you ask if she has a boyfriend/husband? Or do you use more neutral words like partner or even challenge these assumptions by asking if she has a wife? Reflect on your language and how you can use small linguistic changes to open up conversations.

II. TAKING ACTION FOR EQUALITY Understand the issues facing LGBT+ people and take action to support LGBT+ rights from your own home.

Age: 14-18 (Year 10-13)

Part 1: What we need to change Research some of the key issues facing LGBT+ people in the UK at the moment and create a mind map of things that need to change.

Use the below websites to help find some key issues or watch the documentary with Years and Years’ Olly Alexander: Olly Alexander: Growing up Gay

LGBT+ people seeking asylum: Home Office refused thousands of LGBT asylum claims No safe refuge

LGBT+ homelessness: Why are so many young LGBT people in Britain homeless?

Mental health: LGBT+ mental health

Schools: Diversity Role Models Stonewall school report 2017

HIV/AIDS https://www.nat.org.uk/

Hate crime: LGBT in Britain - Hate crime and discrimination

Racism in the LGBT+ community: An inclusive Pride flag is the first step in confronting racism in the LGBT+ spaces Racism rife in LGBT community

Human Rights Abuses against the LGBT+ Community Across the world: Amnesty - LGBTI rights Human rights watch - LGBT rights

Part 2: Choose an issue Choose an issue: From your mind map choose one issue you’d like to take action on. This should be an injustice that you are passionate about challenging and an area you think people need to do more to change. Research: Research what groups are campaigning on your chosen issue and what they are calling on people do. Working together and taking action together is always more powerful than doing it alone. One group taking action on LGBT+ rights is Amnesty International.

Taking action: Below are some ideas on how you can take action. Choose one (or more) or think of another idea on how you can take action for equality.

• Raise money: Many charities will be struggling to raise money during this time and participating in fundraising can help them stay open so they can continue to take action on equality.

• Raise awareness: Run an online information sharing event with your friends and encourage them to take action e.g. share a video with them, share a petition or run an online meeting.

• Petition: Start, or share, a petition about the issue. Have a look at All Out, an LGBT+ Petitioning website: https://allout.org/en.

• Protest: Stage a home protest – e.g. placing placards and banners in your window and posting them on social media can raise awareness and put pressure on decision makers. Look for inspiration on protesting from home during Coronavirus Twitter - Demands from a Pandemic.

• Write: Write to your MP or to a government minister about the issue. Our politicians are elected to represent us, and we can contact them asking them to raise issues and put pressure on them to support your cause. Templates can be found here: How to write to your MP or A Letter to Your New MP Writing Frame.

Part 3: Extension ideas • Write a piece of persuasive writing on the topic, why action needs to be taken, what action should be taken and what impact that would have. • Research the impact taking action has had on LGBT+ rights. For example, looking at organisations like ACT UP, The Gay Liberation Front, Lesbians & Gays Support the Miners, Stonewall, Outrage, or Mermaids.

III. STAND UP FOR EQUALITY Understand the importance of standing up for equality and taking inspiration from figures who have stood up for the rights of others.

Age: 11-16 (Year 7-11)

Part 1: Watch this video about standing up: Stand Up! - Don't Stand for Homophobic Bullying Questions to reflect on: Has anyone ever stood up for you, or have you stood up for anyone else? Why is it important to stand up for those facing discrimination?

Part 2: Match the person to the quote or statement On the next page match the information and quote to the individual. Check the answers.

Discussion Which of these people was most inspiring to you? Are there any other people who have stood up for equality who inspire you?

Make a list of the biggest issues facing LGBT+ students at your school. (Hint: think about different forms of bullying, how often LGBT+ issues are discussed, derogatory language etc.) Think about how you could help stop these issues at school.

Part 3: Pledge for equality Write down a pledge, something that you promise to do from now on, to stand up for LGBT+ people. Examples: • I pledge to challenge the phrase ‘that’s so gay’ • I pledge to never judge people for being LGBT+ • I pledge to start conversations with my friends so they know I will support them • I pledge to not to make jokes about people for being LGBT+ • I pledge to report or challenge every discriminatory comment I see on social media

Part 4: Extension ideas • Research and write a biography of one of the people featured in the matching activity. • Create a quiz on different people who have stood up for equality and share it with your friends and family. You could include some of the people featured in the matching activity.

A B C D E

Marsha P Johnson | Desmond Tutu | Natalie Keymist | Famah Mohommed | Harvey Milk

Put the letter corresponding to the person in the box next to who you think said it.

At the age of 14 I started campaigning to end FGM, a process where girls are illegally operated on to remove part of their genitalia. My campaign won its goal of getting compulsory training for teachers, doctors and social workers to help them identify and assist girls at risk. “It was fighting against something people were in denial about, it was hard for people to understand our point of view and for people in the community to be able to come out and say I am against this, too.” I organised protests and campaigns that helped bring an end to Apartheid, a policy of discrimination by the South African government against black people. I won the Nobel Peace Prize and have stood up against poverty, racism, sexism, HIV/AIDS, tuberculosis, homophobia, and transphobia. “Homophobia is a crime against humanity and every bit as unjust as apartheid” I stood up to police harassment of LGBT+ people at the Stonewall Inn, New York 1969 leading to riots which sparked the campaign for LGBT+ rights across the world. I helped organise one of the first ever Pride marches as well as other protests and marches for LGBT+ rights. “How many years does it take for people to see that we're all brothers and sisters and human beings in the human race?” I was the first openly gay elected official in the history of California, USA. After I was elected I supported a bill that made it illegal to discriminate against people on the basis of their sexuality. “All young people, regardless of sexual orientation or identity, deserve a safe and supportive environment in which to achieve their full potential” When I was in Year 11 my friend Arif wrote me a letter to tell me he was gay. I stood up for him by letting him know that I was still his friend and that it makes no difference who he loves – this helped him grow in confidence and be happy being himself. I have continued to support the LGBT+ people in my life and make sure that I stand up for LGBT+ rights whenever I can.

“Friends are some of the few people that should understand you and give you license to be yourself and make an effort to understand your difference without trying to change you.”

IV. LGBT+ HISTORY Understand how LGBT+ rights have progressed, why changes came about, the impact they had and what changes people are still campaigning for.

Age: 14-18 (Year 9-13)

Part 1: Timeline Use the timeline to guess some key moments of LGBT+ rights in the UK. The photos act as clues, try and complete this activity without using the internet to research. Write down your guesses.

Now, use the internet to see if you were right. The following website could be useful: British Library - A timeline of LGBTQ communities in the UK.

Using the British Library timeline, are there any key events missing from our timeline that you would add? Why?

Part 2: What impact did the changes have and do we need to see more changes? Read the following articles. Choose two articles and write a summary of the impact the changes in law had on LGBT+ people. Section 28: What was it and how did it affect LGBT+ people? Insider - 25 wedding photos show the very first LGBT couples to marry in their countries and the stories behind them Indy 100 - My life as a trans person is full of challenges. But there's one thing you can do to make it easier

Part 3: Why did things change? Read about some of the campaigning and activism that helped bring about change: - Section 28 protesters 30 years on: ‘We were arrested and put in a cell up by Big Ben’ The Guardian - When miners and gay activists united: the real story of the film Pride

Part 4: Writing challenge Write a piece of persuasive writing about why one of the issues LGBT+ people are facing needs to change. Consider what the problem is, what needs to change and why, and what impact that could have on LGBT+ people?

Part 5: Extension ideas • Write a newspaper article on one of the key events you researched. Include interviews with people who campaigned for it. • Use the internet to research history before 1967 – what are some of the key moments before then? Add them to your timeline. • Illustrate your timeline – you can copy some of the pictures on ours as a guide or come up with your own.

V. IDENTITY ART Understand the role of identity in art and create art pieces on the theme of identity, including LGBT+ identities.

Age: 11-18 (Year 7-13)

Part 1: Watch How artists explore identity What links these three artists featured in the video? Here are some short biographies to recap: • Frida Kahlo – this bisexual artist refused to be defined by her marriage or her break up and has become a feminist and queer icon. • Glen Ligo – draws on his experiences as a black gay man in the USA to explore race, language, desire, sexuality, and identity. • Andy Warhol – this gay artist was a leading figure in the pop art movement, creating iconic art pieces exploring identity, consumerism, advertising and celebrity culture.

Task: research one of the artists featured in the video and find examples of their work that explores the theme of identity.

Part 2: Your identity Mind map all the things that make up your identity. Think about race, gender, nationality and heritage, language, hobbies, music taste, class background, family, friendships, loves, hates, how you’re viewed, and how you view yourself.

Look over your mind map and think about ways in which you could bring elements of your identity into the art you create. Are there symbols, like Frida Kahlo's scissors you can use to represent your identity?

Part 3: Creating your identity art For information and inspiration on a few different artist and art forms used to express the theme of cultural identity, please read: Tate - Cultural identity.

Choose a medium that you feel will help you convey your identity. This could be collage, drawing, animation and film, photography, painting or sculpture.

Create a piece of art that explores your identity and what it means to you. Try and challenge the stereotypes about that identity, explore the ways in which society could view you and challenge the audience to think about identity, oppression and social change.

VI. GLOBAL RIGHTS Understand LGBT+ rights in different countries and the relationship between legal rights and societal attitudes.

Age: 13-18 (Year 9-13)

Part 1: Global rights research Answer the following questions: 1. How many countries around the world can same sex couples (gay or lesbian) get married? 2. What role did the British Empire play in the creation of anti-LGBT laws?

The following websites may be useful: The International Lesbian, Gay, Bisexual, Trans and Intersex Association Stonewall - African sexuality and the legacy of imported homophobia

Part 2: Role Models from around the world Bisi’s Story: YouTube - Bisi's story 1. Where was Bisi born? 2. How did Bisi come out and what happened as a result? 3. Why did Bisi have to move to the UK?

Mon’s Story: YouTube - Mon's story 1. Where was Mon born? 2. What are the key differences for Mon between being LGBT+ in Poland and the UK? 3. What legal protections are there for LGBT+ people in Poland?

Holly’s Story: YouTube - Holly's story 1. Despite Australians having a right to change your legally recognised gender, why may it still be hard to be transgender in Australia? 2. What is the social transition? 3. Why is it more challenging for someone to transition outside of the bigger cities of Sydney and Melbourne in Australia?

Niazy’s Story: YouTube - Niazy's story 1. Where did Niazy grow up? 2. What impact did hearing the words ‘gay’ and ‘lesbian’ as an insult have on Niazy and her girlfriend? 3. Do you hear the words gay or lesbian used as negative terms in school? Is so, in what context?

Follow up questions after watching all videos: 1. What is the benefit of having legal protections for LGBT+ people? 2. Do LGBT+ people always feel safe and supported, even where there are no laws criminalizing them?

Part 3: Research LGBT+ rights Choose a country that we have discussed (Nigeria, Australia, Poland or the UK) and research LGBT+ rights and the history of LGBT+ rights in that country. As well as searching key terms such as Country + LGBT rights in a search engine, some useful websites could include: https://www.pinknews.co.uk/ https://www.hrw.org/ https://www.amnesty.org.uk/LGBTQ-equality https://www.bisialimifoundation.org/Research https://www.ilga-europe.org/resources

Part 4: Extension ideas • Profile another country and conduct a comparison between the two. • Research LGBT+ rights organisations in the country you profiled and see how you can support their work e.g. signing petitions, raising money etc.

VII. FOUND POETRY ACTIVITY To understand different role models’ stories and create found poetry stories.

Age: 11-18 (Year 7-13)

Part 1: What is found poetry? Found poetry is like a collage. It involves taking something that already exists, cutting it up and putting it back together in an interesting, poetic order. Found poetry is often made from newspaper articles, speeches, letters and even other poems. It can create a new meaning from the original text, or draw out themes discussed in the text in a more poetic form. There is no limit to how long or short found poetry is.

Example:

Love is a spark of light a dazzling blaze of flame like accidents which happen in the untampered heat we feel

Part 2: Create found poetry Find a book, newspaper or magazine article and choose a page or two to read. Highlight some key words and have a go at turning them into a found poem. Share it with someone.

Now, choose one of the following articles about some of our volunteers at Diversity Role Models and turn it into a found poem:

Huffington Post - Deep's Story

Huffington Post - Barry's Story

Diversity Role Models - Amie's Story

Diversity Role Models - Kate's Story

Part 3: Extension ideas • Use our role model stories as inspiration to write an original poem, rather than a found poem, on the topic of LGBT+ identity or mental health. • Share the poems that inspire you during challenging times with your friends and family. Discuss why they are important to you.