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Home , Call Me Kuchu, Christopher Senyonjo, COLAGE, David Kato, Dominion of India, Edith Windsor

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Resistance & Resilience QTPOC Local to Global Curriculum & Action Guide 03 About the Films / Previous YIM Collections 04 How to Use This Guide 05 Key Terms 07 Tips on Facilitating Conversations 09 Historical Background — & Beyond

EXERCISES & ACTIONS 10 About Exercises and Actions

11 Exercise 1 + Action 1 Grandparents of the Revolution

14 Exercise 2 + Action 2 Ripples of Hope

19 Exercise 3 + Action 3 What Comes Next? Table of Contents Table 24 Exercise 4 + Action 4 LGBTQ Rights In the U.S. and Your Community

29 Exercise 5 + Action 5 Colonialism and Its Legacy

34 Exercise 6 + Action 6 Bridging the Gap

RESOURCES 37 How to Host a Screening or Event 39 Film Resources 39 Educator Resources 40 Youth Resources 41 International Resources + 42 Resources For Everyone

43 Acknowledgements 44 Common Core Standards

Resistance & Resilience QTPOC Local to Global

FRAMELINE YOUTH IN MOTION | 2 ABOUT THIS COLLECTION Resistance & Resilience: QTPOC Local to Global is a collection of two documentaries that center the voices of and trans people of color in the U.S. and abroad. Whether focusing on an international human rights PREVIOUS activist or Asian-American queer youth balancing family YOUTH IN MOTION COLLECTIONS and daily life at the intersection of identities, this film collection amplifies the voices of QTPOC today, while the K-12 GSAs can purchase most previous collections for the accompanying curriculum examines queer history, leaders reduced price of $25 each.

past and present, human rights activism across the globe, For more information, email and the legacy of colonialism. [email protected]

About the Films Katherine Fairfax Wright & Malika Zouhali-Worrall / 87 minutes It is 2009. In the country of Uganda, being LGBTQ is not only considered sinful; it is illegal. From to the remote villages, people—or kuchus, as gay people are known—are at risk of being beaten, harassed, and stoned to death. A new Anti- Bill has been introduced in Parliament which would take the law several steps further, imposing a death sentence for HIV-positive and a three-year prison sentence for anyone who fails to turn in a known homosexual—including their own child. Meanwhile, the government, the media, church leaders, and American evangelicals are actively fueling the fire of intolerance and hatred throughout the greater population. The editor of one local tabloid is mercilessly outing gay people on its front pages, encouraging violent reprisals such as hanging. Yet amidst all the venom and homophobic fervor, veteran activist is undeterred in his fight for the rights of the LGBTQ community. The first openly gay man in Uganda, Kato boldly dares to protest publicly—in the courts, on television, at the United Nations—despite the great personal danger it poses to him and his small band of fellow kuchu activists. An international sensation and winner of dozens of awards, Call Me Kuchu is a remarkable portrait of courage and conviction.

Gaysians Vicky Du / 13 minutes Capturing diverse portraits of five queer and trans Asian-Americans in , Gaysians explores their relationships with their families and culture in this illuminating patchwork documentary.

FRAMELINE YOUTH IN MOTION | 3 We know these topics can be new and challenging for students and adults alike. Pages 4 – 8 can help determine how and where to use these films, introduce you to key terms, and provide tips on facilitating conversations.

Why is LGBTQ-Inclusive Curriculum Important and Necessary?

implementing Studying LGBTQ history and culture encourages all students to think lessons that matter The Impact of LGBTQ-Inclusive Curriculum on more critically about the world, helps to create safe and affirming Student Safety, Well-Being, and Achievement communities for LGBTQ students and families, and has the power to transform lives. Consider downloading GSA Network’s Implementing Lessons that Matter: The Impact of LGBTQ-Inclusive Curriculum on Student Safety, Well-Being, and Achievement1 and GLSEN’s LGBT-Inclusive Curriculum Guide for Educators2 (see sidebar for links). These documents provide hard data Developing LGBT-Inclusive Classroom Resources and contextualize curricula as part of efforts for improved school safety, BEST PRACTICE: Inclusive and Affirming Curriculum for All Students REfLECTIoN: One way that educators can promote safer school environments is by developing lessons that avoid bias and that include positive representations of , gay, bisexual and How inclusive is my (LGBT) people, history, and events. For LGBT students, attending a school with curriculum of LGBT people, inclusive curriculum is related to less-hostile school experiences and increased feelings of history and events? decreased bullying, and higher achievement across various schools and connectedness to the school community.i Unfortunately, the vast majority of students do not receive an LGBT- inclusive curriculum.ii

THEORY: “Curriculum as Window & Mirror” Emily Style (1996) Style introduced the idea of curriculum as a means to provide students with windows and amongst all students, not only LGBTQ students. mirrors. Curriculum can serve as a mirror when it reflects individuals and their experiences REfLECTIoN: back to themselves. At the same time curriculum can serve as a window when it introduces How can I ensure that and provides the opportunity to understand the experiences and perspectives of those who my lessons provide “mirrors” possess different identities. Curriculum should be balanced and include various windows and and “windows” for all of my students? mirrors for each student.iii Applied to LGBT-inclusive curricular content, these mirrors and windows can help create a more positive environment and healthy self-concept for LGBT students while also raising the awareness of all students. How to Use this Guide in Classrooms and Gender & Sexuality Alliances (GSAs) LGBT-Inclusive Curriculum LGBT-Inclusive Curriculum benefits ALL STUDENTS by: benefits LGBT STUDENTS by:

• Exposing them to more inclusive and accurate • Validating their existence and experiences accounts of history • Reinforcing their value and self-worth • Helping them have better understandings of LGBT people and their historic contributions • Providing space for their voices • Encouraging them to question stereotypes about LGBT people Because these guides are designed to link with Common Core State • Promoting acceptance

Copyright 2003-2014 GLSEN, Inc., the Gay, Lesbian & Straight Education Network. All rights reserved. 33

How to Use This Guide This How to Use Standards (CCSS), teachers can use these materials as part of their existing curriculum. See page 44 for information on how this curriculum fits into CCSS. 1. www.gsanetwork.org/files/ aboutus/ImplementingLessons_ By watching these films outside of classrooms in GSAs, affinity groups, fullreport.pdf or after-school groups, students can delve further into the materials and contextualize them more directly within their lives and current affairs. 2. www.glsen.org/sites/default/ There are even tips on how to take further actions after seeing the films in files/LGBT%20inclus%20 the action items featured throughout the curriculum. We know each GSA, curriculum%202014_0.pdf and each school is different, so adapt the activities however you want!

Approaching the Material Educators who are addressing LGBTQ-related topics at school, whether in the course of classroom instruction or during a club meeting, should be prepared for potential push-back. Before screening these films, it is important that you know your rights and responsibilities. In , teaching about and is not only protected, but mandated by The FAIR Act (www.faireducationact.com). However, laws vary from state to state. Please refer to our resources page (page 39) for more information. It is recommended that teachers/advisors view films prior to introducing them into the classroom. Some subjects can be challenging for students, parents, and community members. Teachers/advisors should consider the age and maturity of students, the support of administrators at their school, norms in their community, as well as the screening setting, before showing films in this collection.

FRAMELINE YOUTH IN MOTION | 4 Assimilate/Assimilation Gender Expansive Absorb and integrate (people, ideas, or Refers to a wider, more flexible range of culture) into a wider society or culture/ gender identities or expressions than those Become absorbed and integrated into a typically associated with the binary gender society or culture. system. Another term commonly used to express nonbinary is Asylum “Genderqueer.” Protection given by a government to someone who has left another country in order to escape being harmed. Culturally accepted and expected gendered behavior associated with biological sex Key Terms Key Bisexual (i.e., acting “masculine” or “feminine”). A person who is attracted to men and women These expectations are often stereotypical, or people of their gender and another/other such as “Boys like blue and girls like pink.” gender(s). The belief or assumption that A term for people whose gender identity is the only normal or aligns with the sex and gender they were acceptable sexual orientation. assigned at birth. Heterosexual Colonialism An adjective used to describe people The policy or practice of acquiring full or whose enduring physical, romantic, and/ partial political control over another country, or emotional attraction is to people of the occupying it with settlers, and exploiting it opposite gender. Also straight. The term economically. often applies to cisgender men and women outside of the queer community, but many transgender individuals are The process of recognizing and heterosexual identified. acknowledging non-heterosexual and/or transgender identity in oneself and then sharing it with others. Irrational fear or hatred of, or violence, harassment or perpetrated Diaspora against homosexual people. The term The dispersion or spread of any people from “anti-LGBTQ+ bias” is more inclusive. their original homeland. Homosexual Gay Refers to a person who is attracted to Refers to men who are attracted to other members of the same gender. The term “gay” men. Is sometimes used to describe any can also be used. (When referring to people person who is attracted to members of the today, the term homosexual is considered same gender. clinical. When used to describe behavior, the Gender term “same-gender” is preferable.) Complex relationship between physical traits Human Rights Defender and one’s internal sense of self as male, A term used to describe people who, , both or neither (gender identity), individually or with others, act to promote or as well as one’s outward presentation and protect human rights. behaviors (gender expression). Intergenerational Trauma Refers to the cumulative emotional and A social system that constructs gender psychological wounding of an individual according to two discrete and opposite and subsequent generations caused by categories — male or female. a traumatic experience or event, such as witnessing or directly experiencing war, sexual abuse, poverty, or domestic violence.

FRAMELINE YOUTH IN MOTION | 5 Intersectionality Queer The interconnected nature of social Originally used as an insult for being categorizations such as race, class, different, the word has more recently been and gender as they apply to a given reclaimed as positive by many LGBTQ individual or group, regarded as creating people. It is currently being used by many overlapping and interdependent systems non-heterosexual persons to describe their continued of discrimination or disadvantage; term pride in being different, and also serves as a coined by Kimberlé Williams Crenshaw. broader term to define those who may not easily fall into a “L”, “G”, “B” or “T” category. A general term used for a variety of Sex conditions in which a person is born with One’s biological assignment as male, female, a reproductive or sexual anatomy that or intersex.

Terms Key doesn’t fit the typical definitions of female or male. The term “” Sexual Orientation is derogatory. Term that describes a person’s romantic or sexual attraction to people of a specific Kuchu gender or genders. A positive slang term used by Uganda’s lesbian, gay, bisexual, transgender, Transgender queer, and intersex community to refer to Describes a person whose gender identity themselves and each other. is different from their sex assigned at birth. Note this term is an adjective. Using this Lesbian term as a verb (i.e., transgendered) or noun A cisgender or transgender woman who is (i.e., ) is offensive and should attracted to other women. be avoided.

Pronouns The words that an individual would like Irrational fear or hatred of, or violence, others to use when talking to or about that harassment or discrimination perpetrated individual. Commonly used pronouns are against transgender people. “she”, “they”, and “he.”

FRAMELINE YOUTH IN MOTION | 6 Review the tips below and this guide’s other introductory materials before delving into conversations with students or adults about the subject matter of the films.

• Establish group agreements for discussion. Rules may include an agreement to maintain confidentiality, to speak one at a time, and to refrain from using slurs or making personal attacks. More Tips & Resources • Establish language group agreements, including encouraging participants to speak only for themselves and not generalize or These tips include many from presume to know how others feel. As a group, decide if there are the Classroom Discussion Guide terms that should be off limits and provide acceptable alternatives created by the filmmakers of (see KEY TERMS on pages 5 – 6). Depending on the maturity level of A Place in the Middle, a film in the 2016 Youth In Motion collection. your participants, remind them that insults, personal attacks, or even a denigrating tone of voice undermine effective communication For the full curriculum by (and are, therefore, unacceptable). Reinforce a climate of respect the QWaves team, please visit: with the language you use to pose questions (e.g., instead of inviting www.aplaceinthemiddle.org/ judgment by asking “What did you think about [insert person]?”, uploads/websites/675/wysiwyg/ ask, “What did you learn from [insert person]?”). A_Place_in_the_Middle_Guide_ Classroom_Discussion_Guide.pdf • Acknowledge potential discomfort with the topics at hand. Remind participants that everyone is coming to the discussion with A PLACE IN varied experiences (race, gender identity, sexual orientation, class, THE MIDDLE A STRENGTH-BASED APPROACH TO immigration status, etc) and that no one will force them to reveal GENDER DIVERSITY & INCLUSION anything about themselves that they don’t want to share. This is especially important for middle or high school students who are just beginning to grapple with their sexuality and gender.

• Clarify the difference between dialogue and debate. A debate is about staking out a position and trying to convince everyone else that you Discussion and Activity Guide APlaceintheMiddle.org are right and they are wrong. A dialogue is about exchanging ideas in order to learn from one another. Unlike what we may see on talk shows or reality TV, that 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.

• Invite participants to share their honest opinions and not just say what

Tips on Facilitating Conversations on Facilitating Tips 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 the Actions 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 and activism.

FRAMELINE YOUTH IN MOTION | 7 • Be prepared to protect vulnerable participants. Keep an eye out for For more tips on how to respond students who seem to be struggling or upset. Offer to speak with them to anti-LGBTQ language and privately and be sure to have handy a list of local resources, support harassment, see GLSEN’s Safe services, or professionals who can help. Space Kit (www.glsen.org/ safespace) or email educators@

continued • Be honest about what you do and don’t know. Use phrases such as, glsen.org and Safe Schools “I don’t know,” “That’s a good question,” or “Let me do some research Coalition’s An Educator’s Guide To and get back to you on that.” Intervening In Anti-Gay Harassment (www.safeschoolscoalition. • Refer to the resources section to encourage further exploration of a org/guide_educator_ topic. For more tips, seek out additional resources (see sidebar). interveneharass2005NAT.pdf).

You can also contact GSA Network’s USING THE CORRECT PRONOUNS IN CONVERSATION Safe and Supportive Schools It is important to make sure you are using the appropriate pronouns Project at [email protected] when referring to another person. Common pronouns are she, he, and for further training, professional they, but there are others, too! Some people may choose not to share development, or guidance on their pronouns, and can be referred to by name. Here are a few ways to implementing lessons that are LGBTQ-inclusive. make sure you are using the appropriate pronouns for people you are referring to:

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

• Begin GSA 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.”

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

• Refer to GLSEN’s Make Your GSA Transgender & Gender Nonconforming Inclusive for more ideas. www.glsen.org/GSA/making- your-club-inclusive-transgender-and-gnc-students

them hir zie ne she people their his

FRAMELINE YOUTH IN MOTION | 8 INTRODUCTION – Find Uganda on a Map Historical Background on Country

Uganda is a landlocked country on the eastern side of the continent For more information about Uganda, of Africa, with lakes and rivers running throughout the land, including including current issues, check out Lake Victoria on the southeastern corner of the country. Uganda has the following: a population of 35.6 million people who speak various languages, • www.bbc.com/news/ including Swahili, English, and Luanda. The major religions are world-africa-14107906 Christianity and Islam. • www.amnesty.org/en/countries/ africa/uganda Once under British rule, Uganda has been independent since 1962. The • www.hrw.org/africa/uganda country has seen military dictatorships, political coups and a five year war • www.cpj.org/africa/uganda after gaining its independence. The current President, Yoweri Museveni, • www.outrightinternational.org has been in power since 1986.

Tunisia Morocco

Algeria Libya

Uganda & Beyond Western Sahara Egypt — Mauritania

Mali Niger Eritrea Chad Sudan Senegal Gambia Djibouti Guinea-Bissau Guinea Burkina Faso Benin Somalia To Nigeria Ethiopia Côte go Sierra Leone d’Ivoire Ghana South Sudan Central African Republic Cameroon Liberia

Equatorial Guinea Uganda Democratic Republic of the Congo Congo Sao Tome and Principe Gabon Rwanda Burundi Tanzania

Comoros

Angola Zambia

Madagascar Namibia Zimbabwe Botswana Mozambique

Swaziland Historical Background Historical Background Lesotho

South Africa

FRAMELINE YOUTH IN MOTION | 9 There are six exercises and six actions in this collection.

 EXERCISES are designed to be used in classroom settings  ACTIONS have been created to inspire student actions after school and in the community.

But there is no wrong way to use the curriculum. Educators are encouraged to utilize whichever exercises or actions are most impactful in your school or community.

The curriculum for this collection is divided into three themes, with two exercises per theme.

Exercises and Actions 1 & 2 focus on past and present individual leaders who inspire and lead human rights movements, including the fight for LGBTQ rights.

• Exercise & Action 1: Grandparents of the Revolution • Exercise & Action 2: Ripples of Hope

Exercises and Actions 3 & 4 focus on the legal structures that impact rights gained. Exercise 3 focuses on international LGBTQ rights. Exercise 4 focuses on efforts within the United States.

About Exercises & Actions & About Exercises • Exercise & Action 3: What Comes Next? The Future of LGBTQ Rights in Uganda & Abroad • Exercise & Action 4: LGBTQ Court Cases in the U.S.

Exercises and Actions 5 & 6 focus on societal structures and culture including the legacy of colonialism as well as intersectionality in personal identity.

• Exercise & Action 5: Colonialism and Its Legacy — The Erasure of LGBTQ People • Exercise & Action 6: Bridging the Gap

FRAMELINE YOUTH IN MOTION | 10

Grandparents of the Revolution

During the film, David Kato is referred to as the “Grandfather of the Movement” by one of the members of his LGBTQ family. Though he is not a literal grandfather, his leadership in the legal and societal movement and his dream to build communal space has elements of grandfatherly love. In this context, grandparents also represent those that came before us and bravely faced challenges so that they and others can have a better life. David Kato’s actions against homophobia in Uganda place him in a class of other “Grandparents of the Revolution” whose bravery and protection of others ignited LGBTQ movements throughout the world.

Before Jumping In Ask participants to name those they think may be grandparents of the revolutions for various movements in the United States, including (but not limited to) The Civil Rights movement, The Women’s Liberation Movement and The Chican@ Rights movement. Then ask students to name people who may be grandparents of the LGBTQ rights in the United States. Write these names down as a group. Now, below is a selection of the Grandparents of the Revolution for LGBTQ rights in the United States. This is not a comprehensive list, but a good starting point for conversation. EXERCISE 1 & ACTION 1 ACTION EXERCISE 1 & READING FOR EXERCISES 1A & 1B Audre Lorde (1934 - 1992) (1954 - ) A self-described “black, lesbian, mother, warrior, In 1983, Cleve Jones cofounded the poet,” Audre Lorde dedicated both her life and her AIDS Foundation, making him among the first to creative talent to confronting and addressing the respond to the epidemic. In 1987, he conceived the injustices of racism, sexism, and homophobia. An NAMES Project AIDS Memorial Quilt, which produced internationally recognized activist and artist, she was the world’s largest community artwork. the recipient of many honors and awards, and was the Gloria Anzaldúa (1942 - 2004) co-founder of Kitchen Table: Women of Color Press, Gloria E. Anzaldúa was a queer Chicana poet, writer, which was dedicated to furthering the writings of and feminist theorist. A guiding force in both the black feminists. Chicana and Chicano movement and the lesbian rights (1912 - 1987) movement, her poems and essays explore the anger A skillful strategist and tireless activist, Bayard Rustin and isolation of occupying the margins of culture and is best remembered as the organizer of the 1963 collective identity. March on Washington for Jobs and Freedom, one of Harvey Milk (1930 - 1978) the largest nonviolent protests ever held in the United Harvey Milk was elected to San Francisco’s Board of States. He brought Gandhi’s protest techniques to the Supervisors in 1977, thus becoming the first openly American civil rights movement, and helped mold gay elected official in California. Under his urging, the Martin Luther King, Jr. into an international symbol of Board of Supervisors passed a Gay Rights Ordinance peace and nonviolence. Despite these achievements, in 1978 that prohibited workplace discrimination Rustin was silenced, threatened, arrested, beaten, based on sexual orientation. He was a imprisoned and fired from important leadership leader in the successful battle to defeat positions, largely because he was an openly gay man Proposition 6 in 1978, which would have in a fiercely homophobic era. banned gays and or anyone

FRAMELINE YOUTH IN MOTION | 11

supporting gay and lesbian rights from working in advocate in her community for over 40 years. schools. Less than a year after taking office, Milk, She was at the Stonewall uprising in 1969, became alongside San Francisco Mayor George Moscone, was politicized at Attica, was an original member of the assassinated by former City Supervisor Dan White. first all-transgender gospel choir, and is a father, mother, grandmother, and grandfather to her own (1924 - 1987) children, and to many in the transgender community. James Baldwin was a novelist, playwright, essayist, Miss Major works to instill hope and a belief in a civil rights activist, lecturer and poet. His work was better future to the girls that are currently incarcerated instrumental in deepening the understanding of race and those coming home. relations in the U.S. in the middle of the twentieth century. The themes that often surfaced in his work Ruth Ellis (1899 - 2000) were race, religion, and sexualities. Ruth Ellis, who lived to be 101, was credited with being the oldest known lesbian and LGBTQ civil rights José Sarria (1922 - 2013) activist. She opened her home to the community on José Sarria, a drag performer and gay rights the weekends as a safe space from the through advocate, ran for the San Francisco Board of the 1960s, a time when African-American LGBTQ

EXERCISE 1 & ACTION 1 ACTION EXERCISE 1 & Supervisors in 1961. He formed the League for community members had few social venues. Ruth Civil Education that same year, one of the first gay also personally assisted young people with money rights organizations in the country and the first for college, books, and food. She unselfishly gave gay non-profit registered in California. In 1963 he everything that she had to whomever needed it. helped found the Society for Individual Rights, a gay advocacy and community group, and, in 1965, (1951 - 2002) cofounded the Imperial Court System, an international A veteran of the 1969 Stonewall uprising and organization that raises money for people living with co-founder of STAR (Street Transvestite Action HIV/AIDS and other causes. Revolutionaries) with her friend Marsha P. Johnson, Sylvia was a tireless advocate for all those who have Larry Kramer (1935 - ) been marginalized as the “gay rights” movement Larry Kramer is an award-winning playwright, has mainstreamed. Sylvia fought hard against the commentator and pioneering AIDS activist. Kramer exclusion of transgender people from the Sexual was a founder of the AIDS advocacy organization Gay Orientation Non-Discrimination Act in New York, Men’s Health Crisis. In 1987, he helped found ACT-UP and was a loud and persistent voice for the rights of (AIDS Coalition to Unleash Power). people of color and low-income and trans Marsha P. Johnson (1945 - 1992) people. Co-founder of STAR (Street Transvestite Action Note for facilitators: Miss Major is a black Revolutionaries) with her friend Sylvia Rivera, Marsha who was at the forefront of the uprising at Stonewall, P. Johnson was one of the first transgender activists to yet her name is repeatedly erased in the retelling of aggressively fight back against institutional the story. Bayard Rustin was a key organizer for the in the wake of the Stonewall uprising. Famously, March on Washington, but his name is often omitted when asked by a judge what the initial “P” stood because he was a black gay man. Too often, the labor for, Johnson replied “Pay it no mind,” which would of trans and queer people of color is erased from become her signature. revisionist tellings of important moments in history. It is Miss Major (1940 - ) important to discuss the ways in which trans and queer Miss Major is a black, formerly incarcerated, people of color are removed from the history books, transgender elder. She has been an activist and and why this happens.

CONSIDER: Take a moment to compare those grandparents who were named at the outset by participants in your group, and who appeared on this list. Who had the group heard of? Did you name some important figures that we left off of this list? Consider historical era, geography, gender identity, orientation, race, and other factors when looking at who is more easily remembered as a grandparent. You may also want to consider the ways in which many LGBTQ elders aren’t very old due to factors that adversely impact the LGBTQ community (HIV/AIDS, anti-trans violence, anti-queer violence, lack of access to quality healthcare, etc.)

FRAMELINE YOUTH IN MOTION | 12

EXERCISE 1A  Find a “grandparent” listed here who you would like to know more about and conduct additional research on who they are and the actions they took to protect others, change people’s attitudes, or advocate for the legal rights of LGBTQ people. Leaders do not act alone. They are part of movements bringing together diverse people to work for a common goal. As you research the “grandparents,” pay attention to the movement as well as the individual. Can you imagine yourself as part of the movement? When possible, emphasize sources from the time of the subject including original newspaper and magazine articles, personal writings, and even video footage. You can do this in small groups, pairs, or individually depending on the size of your group. Be sure to take notes so you are prepared to share with others. If you find interesting primary sources, share with the group. EXERCISE 1 & ACTION 1 ACTION EXERCISE 1 &

EXERCISE 1B  Take a moment and think about who are the “Grandparents of the Revolution” in your school or community. Remember, they don’t need to be literal grandparents, and their impact can be both big and small. What important movements or calls for change are happening in your school? How are people coming together to call for change and make it happen? If you don’t know of any offhand, interview people in your school or community. You can also look through yearbooks and see when clubs like the GSA first started at your school. Who were the original leaders? What are they doing now? How might their GSA experience have differed from yours? Share what you learn with others.

ACTION #1: Shoot a Response Video  In Exercise 1A, you may have found videos or writings of the grandparents of the revolution and the movements for change in which they worked. Do you have different feelings now that you’ve heard their voice (figuratively or literally)? What do you think of the work they do or have done? How much further do we have to go? Write and perform a speech or shoot a video (less than 5 minutes) in response to the research you found. Whether you are honoring your elder and a past or present movement, critiquing methods, or a combination of both, make sure you are in direct response to the primary sources. Share your work in a large group, small group, online, or one on one, depending on the comfort level of each individual.

FRAMELINE YOUTH IN MOTION | 13 Ripples of Hope

“It is from numberless diverse acts of courage and belief that human history is shaped. Each time a man stands up for an ideal, or acts to improve the lot of others, or strikes out against injustice, he sends forth a tiny ripple of hope, and crossing each other from a million different centers of energy and daring, those ripples build a current that can sweep down the mightiest walls of oppression and resistance.”

— Robert F. Kennedy, 64th US Attorney General Taken from RFK’s, “Day of Affirmation” address at the University of Cape Town, South Africa on 6 June 6, 1966

David Kato’s courageous fight for the rights of LGBTQ people in Uganda began a “ripple of hope” for the people featured in Call Me Kuchu. Throughout the world, there are other human rights movements led by equally brave people who began with “a ripple” that led to “a current.” Exercise 2 examines others providing ripples of hope. EXERCISE 2 & ACTION 2 ACTION EXERCISE 2 &

Before Jumping In Write down a list of some of the attributes you noticed in David Kato that may have contributed to his ability to be a strong leader, including personality traits as well as other traits that may be a form of privilege in a culture — cisgender, male, formally educated, etc. — and discuss why others may not be seen as leaders for the same reasons. Do you think that these attributes would help a leader fighting in any movement and in any era?

FRAMELINE YOUTH IN MOTION | 14 EXERCISE 2  The Robert F. Kennedy Human Rights organization continues to recognize and honor individuals like David Kato for their work in particular areas of human rights. For this exercise, educators should have students choose and then independently research one of these five movements and leaders: • The Right to Fair and Open Elections / Kek Galabru (1942 - ) • The Right to an Education / Malala Yousafzai (1997 - ) • The Right to a Fair Wage / Lucas Benitez (1976 - ) • The Rights of Indigenous Peoples / Rigoberta Menchú Tum (1959 - ) • The Right to Health Care / Loune Viaud (1966 - )

*NOTE: We have chosen five movements and leaders, and listed short biographies below.

EXERCISE 2 & ACTION 2 ACTION EXERCISE 2 & But educators may consider choosing other movements or leaders from the RFK Website (www.rfkcenter.org/what-we-do/speak-truth-power/defenders-curriculum) as a starting point.

The Right to Free and Open Elections / Kek Galabru “If you work with patience, determination and respect for human rights, you can make a difference in your country that radiates out to the world.” — Kek Galabru1

Kek Galabru is a Cambodian doctor and human rights activist who helped organize fair elections in Cambodia after the end of its long civil war. Her organization distributed copies of the United Nations Universal Declarations of Human Rights to Cambodians and worked to instill confidence in fair elections to a nation who had suffered under an oppressive regime. More info: rfkcenter.org/what-we-do/speak-truth-power/defenders-curriculum/kek-galabru-lesson/

The Right to Health Care / Loune Viaud “We believe in social justice and health care for all. It’s like you need food to live— you need to be in good health to be able to live a good life. Health care is a right that every human should have.” — Loune Viaud

Loune Viaud works to ensure that impoverished Haitians have access to quality health care. She works with the international community to build the capacity of the Haitian government to provide health care and ensure this human right to all Haitians. More info: rfkcenter.org/what-we-do/speak-truth-power/defenders-curriculum/loune-viaud-lesson/

The Right to a Fair Wage / Lucas Benitez “Consciousness + Commitment = Change…that is the key to real leadership development among the worker community.” — Lucas Benitez2

Lucas Benitez moved from Mexico to Florida at age 17 to work in the tomato fields. After witnessing the poor treatment to workers and the impoverished lives of farm workers, he founded the Coalition of Immokalee Workers. The CIW launched a campaign that pressured fast-food companies and grocery stores to only purchase tomatoes from growers who pay a fair wage to their workers. More info: rfkcenter.org/what-we-do/speak-truth-power/defenders-curriculum/lucas-benitez-lesson/

1. www.beijing20.unwomen.org/en/for-later/champions-roberta-ram-debi 2. www.fairfood.org/interview-with-coalition-of-immokalee-workers-co-founder-lucas-benitez

FRAMELINE YOUTH IN MOTION | 15 The Right to an Education / Malala Youszfzai “Education is education. We should learn everything and then choose which path to follow. Education is neither Eastern nor Western, it is human.” — Malala Yousafzai, I Am Malala: The Story of the Girl Who Stood Up for Education and Was Shot by the Taliban

At age 11, Malala Yousafzai became an activist for women and girls in Taliban-controlled regions of . Her writing was widely distributed throughout the world and brought attention to the plight of girls under Taliban control. In 2009, members of Taliban attempted to assassinate the then 12-year-old Malala. This led to international outrage and support for Pakistani girls’ right to an education. More info: rfkcenter.org/what-we-do/speak-truth-power/defenders-curriculum/malala-yousafzai-lesson/

The Rights of Indigenous Peoples / Rigoberta Menchú Tum EXERCISE 2 & ACTION 2 ACTION EXERCISE 2 & “I am like a drop of water on a rock. After drip, drip, dripping in the same place, I begin to leave a mark, and I leave my mark in many people’s hearts.” — Rigoberta Menchú Tum

Rigoberta Menchú Tum is a world-renowned activist fighting for the rights of indigenous people. Members of her Mayan family were arrested, tortured and killed by the Guatemalan military when they stood up for the rights of farm workers. Rigoberta educated the impoverished indigenous population in resistance tactics to the Guatemalan military and eventually had to flee the country and live in exile. She continues to fight for the rights of indigenous peoples throughout the western hemisphere and was awarded the Nobel Peace Prize in 1992. More info: rfkcenter.org/what-we-do/speak-truth-power/defenders-curriculum/rigoberta-menchu-tum-lesson/

Now that individual research has been done, combine students into groups with other students who selected the same cause. Students should discuss in small groups and report back to the large group their thoughts. Some beginning questions include: • Is this a right that you consider a basic human right? Why or why not? • How much had you thought of this “right” prior to today? • How surprised are you at who became a major leader for this cause? Is this impacted by their age/race/gender/country of origin or other factors? • How do leaders work with others to make change?

FRAMELINE YOUTH IN MOTION | 16 ACTION #2: Identifying and Fighting Discrimination Note: This Action is derived from the Call Me Kuchu discussion guide, which can be found in its entirety at  www.callmekuchu.com/discussionguide/. In the film Call Me Kuchu, we see various types of discrimination, various advocacy methods, and various community support methods. Review the three charts before starting this activity. Activists in Call Me Kuchu took many different approaches to fighting discrimination and advocating for their human rights, and to providing various kinds of support to the LGBTQ community. Consider all the approaches that you noticed they used to combat discrimination and provide community support. • Which methods in the advocacy list are best suited to address which of the forms of discrimination that were just listed?

EXERCISE 2 & ACTION 2 ACTION EXERCISE 2 & • Which of these advocacy methods seemed to work the best? • What kinds of support do you think could translate to work for LGBTQ rights or other groups rights in your community or at your school? Is there a policy or practice around how policies are implemented your GSA would like to see changed in a classroom, at your school, in your school district, in your city, or in your state? Which advocacy methods or community support methods do you think would translate best to local activism your GSA is doing?

Chart 1: Types of Discrimination

Housing Longjones and Stosh moving house because of threats from their landlord and neighbors. Discrimination

Legal Laws that propose a prison sentence for anyone “caught in the act” of homosexuality; Discrimination also, early in the film, Fred tells David how he was forced to strip by the police.

Cultural The rape endured by Stosh. This is known as “,” defined as a Discrimination in which one or more people are raped because of their perceived sexual orientation or gender identity. The common intended consequence of the rape, as seen by the perpetrator, is to turn the person heterosexual or to enforce conformity with gender stereotypes.

Religious Ugandan and American Christian leaders preaching that homosexuality is evil; Discrimination the pastor preaching at David’s funeral.

Media newspaper publishing a front-page story claiming that homosexuals Discrimination were responsible for terrorist bombings in Kampala.

Political The proposed Anti Homosexuality Bill. Discrimination

Health Potential discrimination against those providing HIV testing to known “homosexuals.” Discrimination

FRAMELINE YOUTH IN MOTION | 17 Chart 2: Advocacy Methods, with Examples

Legal action David Kato’s court case against the Rolling Stone newspaper, which was won based on their constitutional right to privacy.

Working with international The reports and testimony that David and Longjones contributed to the organizations, such as Universal Periodic Review (the UN human rights review) of Uganda in 2011. the United Nations

Working with foreign The Norwegian diplomat who attended the meeting as an ally to work with David governments/ diplomats and Longjones on their report for the Universal Periodic Review; President Obama and Secretary of State speaking out publicly in support of the Ugandan LGBTQ community.

Media David speaking on local TV news and Longjones speaking at a press conference are two examples of Ugandan activists who are working to take control of the story. EXERCISE 2 & ACTION 2 ACTION EXERCISE 2 &

One-on-one interactions Naome having a personal conversation with the pastor about his attitude towards LGBTQ people.

Building alliances This could be with parents, such as David’s mother, lawyers, doctors, religious leaders, journalists, diplomats, human rights organizations, landlords, academics, or others.

International This was done via social media, such as Facebook, and petitions such as mass campaigning Avaaz’s one million signature petition.

Documenting events At one point in the film, David says an element of his job is to document cases of discrimination against the LGBTQ community.

Religious leaders Bishop Senyonjo took a brave and important step when he took over the sermon at David’s funeral and subsequently created a congregation for LGBTQ people and their allies.

Chart 3: Community Support Methods, with Examples

Legal Support Early in the film, David provides legal advice to Fred, who had recently been arrested and charged with sodomy.

Religious/Pastoral Support As demonstrated by the Bishop’s sermon at David’s funeral, and also at his new congregation of St Paul’s Center.

Emotional Support When Naome visits Stosh in hiding, she provides emotional support.

Sexual Health Support In the film, we see that one way Longjones supports the LGBTQ community is to provide condoms that prevent the transmission of infections such as HIV/AIDS, and other sexually transmitted diseases.

Self-Care Support This can come in the form of community events, such as the gay couple’s anniversary party shown at the beginning of the film, and the drag party that Longjones organizes.

Housing Support Safe havens or safe houses can be crucial, and we see that Bishop Senyonjo is working to create a physical safe space for members of the LGBTQ community.

FRAMELINE YOUTH IN MOTION | 18 What Comes Next? The Future of LGBTQ Rights in Uganda & Abroad

The film Call Me Kuchu takes place during the years 2009–2011. This gives us a window into modern history and the opportunity to look backwards from today into what has changed since then in Uganda and internationally.

READING FOR EXERCISES 3A, 3B, & 3C In February 2014, three years after David Kato’s murder, Uganda’s President Yoweri Museveni signed the Anti-Homosexuality Act. This act criminalized same-sex relations and included life in prison for “repeat offenders”, as well as punishment for anyone counseling or performing a marriage of LGBTQ Ugandans. Six months later, the Ugandan courts ruled the act was invalid; not because it violated human rights but because there was a violation of Parliamentary procedures. Even though the law was ruled invalid, Uganda saw a dramatic increase in human rights abuses against LGBTQ individuals after the initial signing of this law. Ugandans felt emboldened by their president’s support of this law, and persecution of LGBTQ people increased from eight cases in 2013 to 162 cases after the law was signed. Ugandan officials received international pressure EXERCISE 3 & ACTION 3 ACTION EXERCISE 3 & to repeal this law because of its violation of United Nations’ treaties. After President Museveni signed the act, the U.S. canceled joint military exercises planned with the Ugandan military

and withheld portions of foreign aid. Ugandan member of parliament David Bahati, author of the proposed anti-homosexuality bill.

FRAMELINE YOUTH IN MOTION | 19 EXERCISE 3A: Beyond Uganda  The chart below illustrates the legal rights for LGBTQ individuals from seven countries across the world. • Choose a country, or a single state in the United States, and conduct additional research on the current climate toward and treatment of LGBTQ people. • Find out if there are “Grandparents of the Revolution” like David Kato in any of these places. • What movements exist? How are they building coalitions and momentum? What are their goals? • Combine into groups by country and report your findings to other members of your group, and, then, to the class at large. EXERCISE 3 & ACTION 3 ACTION EXERCISE 3 & This section offers a brief glimpse of legal rights for LGBTQ individuals across the globe. Of course, legal protections do not necessarily guarantee safety and freedom of expression for LGBTQ people. Please refer to the accompanying maps and ilga.org to learn about LGBTQ laws and protections in other countries, and aclu.org/issues/lgbt-rights for more information about the United States.

South United Bolivia Iran Japan Russia Africa States

Homosexual activity Legal Illegal Illegal Legal Legal Legal Legal

Prison sentences for Death same-sex acts and/or No Yes No Yes No No Penalty pro-LGBTQ “propaganda”

Death penalty for same-sex acts No No Yes No No No No

Expression/morality laws that Varies No No Yes No Yes No ban pro-LGBTQ “propaganda” by State

Same-sex marriage No No No No No Yes Yes

Same-sex adoption for couples No No No No No Yes Yes

Varies Second parent adoption No No No No No No by State

Varies Right to change legal gender Yes Yes Yes Yes Yes Yes by State

Protections against LGBTQ Varies Yes No No No No Yes discrimination by State

Protections against LGBTQ Varies Yes No No No No Yes housing discrimination by State

Protections against LGBTQ Varies Yes No No No No Yes employment discrimination by State

FRAMELINE YOUTH IN MOTION | 20 SEXUAL ORIENTATION LAWS IN THE WORLD - CRIMINALISATION JUNE 2016 ILGA, THE INTERNATIONAL LESBIAN, GAY, BISEXUAL, TRANS AND INTERSEX ASSOCIATION WWW.ILGA.ORG

Russia

Lithuania

Antigua & Barbuda St Kitts & Nevis Uzbekistan

Tunisia Turkmenistan Dominica Lebanon Syria St Lucia St Vincent Morocco Iraq Iran Gaza Afghanistan Libya Algeria Egypt Pakistan Trinidad & Tobago Saudi Arabia India Myanmar Mauritania Iran Oman AG Sudan Eritrea Kuwait KN DM Yemen VC LC GD BB Nigeria Qatar TT South Ethiopia Somalia UAE Brunei Sudan Sri Lanka Mauritania Cameroon Aceh Malaysia Maldives Province (1m-2y) Uganda Mali Kenya Singapore Papua New Kiribati Burundi Senegal Guinea Gambia Solomon EXERCISE 3 & ACTION 3 ACTION EXERCISE 3 & Tanzania Benin South Islands Samoa Sumatra Guinea Nigeria Angola (8y-14y) Comoros Malawi Cook Islands Sierra Leone Ghana Zambia Liberia Togo Zimbabwe Namibia Botswana Tonga

Swaziland

ACTUAL OFFENCE THAT GENERATES MAXIMUM SENTENCES CATEGORIES OF MAXIMUM SENTENCES Relationship between Death (13 States [or parts of]) Promotion (“propaganda”) laws Against nature A is illegal There were arrests, prosecutions etc. 2 States 30 States (45 States) in the last 3 years (45 States) B 15 years to Life (14 States) Note: the country entries on these criminalizing States in State Sexual act Buggery Relationship between 8 to 14 years (23 States) Sponsored Homophobia outline the full range of penal provisions and 11 States 13 States C males is illegal sanctions under which same-sex sexual relations are targeted. In this (73 States) map we chart only the category in which maximum sentences fall. 3 to 7 years (19 States) Sodomy Morality law: LGB expression D 7 States (and some provinces) The data represented in this map are based on State-Sponsored Homophobia: a World Survey of Sexual Orientation Laws: Criminalisation, Protection and 11 States 1 month – 2 years (or a ‡ ne) (8 States) Recognition, an ILGA report by Aengus Carroll. The report and these maps are available in the six o cial UN languages: English, Chinese, Arabic, French, Russian and E Spanish on www.ilga.org. This edition of the world map (June 2016) was coordinated by Aengus Carroll and Renato Sabbadini (ILGA), and designed by Eduardo Enoki ([email protected]).

Find maps of sexual orientation laws in the world at www.ilga.org/what-we-do/lesbian-gay-rights-maps

EXERCISE 3B: A Step Further  Laws like Uganda’s Anti-Homosexuality Act violated a UN treaty on Civil and Political Rights. As a result, nations like the U.S. applied pressure by withholding foreign aid and suspending military operations. • Research the UN Treaty of Civil and Political Rights and discuss what pressure is being placed upon other countries with similar Anti-LGBTQ laws? Consider researching other countries from this list or another from the ilga.org website.

Optional: • Draft a sample letter to your congressperson informing them of violations against LGBTQ people in the place that you researched. Suggest non-militaristic ways that the U.S. could apply pressure for the laws to change in another country. If you worked on the United States, write a letter to the governor of a state without protections and request a specific policy shift on one of the issues listed above that you find most pressing. • Visit Urgent Action Network to learn about important LGBTQ cases around the world, and how to appeal to specific leaders on behalf of LGBTQ people in other countries. www. amnestyusa.org/our-work/campaigns/individuals-at-risk/urgent-action-network

FRAMELINE YOUTH IN MOTION | 21 EXERCISE 3C: Who Polices the World?  While watching Call Me Kuchu, it’s difficult to imagine that there is not more worldwide support to stop the oppression of the LGBTQ community in Uganda. While counties withheld some foreign aid dollars, the U.S. still gave hundreds of millions of dollars in aid to Uganda during this time. And it is important to remember that the U.S. and other nations are still working towards LGBTQ equality as well. There are also ethical questions around withholding aid serving humanitarian purposes. And while most nations, including Uganda, have signed the Universal Declaration of Human Rights (UDHR), the actual laws to protect human rights are not the same throughout the world. In other words, many countries do not believe that LGBTQ rights are synonymous with Human Rights. Rather, they believe that LGBTQ are “fringe rights” and do not need or deserve the protection granted to others. EXERCISE 3 & ACTION 3 ACTION EXERCISE 3 & SOME UDHR RIGHTS (page 17 of Call Me Kuchu discussion guide)

• to life, security of person and privacy

• to be free from torture, arbitrary arrest and detention For a complete pdf of • to be free from discrimination and to equality the UDHR, as well as a before the law summary of all articles, go to: www.un.org/en/ • to freedom of expression, association and universal-declaration- peaceful assembly human-rights • to marry and found a family • the highest attainable standard of health

Over the decades since the UDHR was signed, nations have come together to create legally-binding treaties or covenants that apply the Articles of the UDHR. Once these covenants are signed, nations are legally required to put into place domestic measures and legislation compatible with their treaty obligations and duties. Due to the work of “Grandparents of the Revolution,” in 2003 the UN Human Rights Commissioner found that it is a violation of the 1966 International Covenant on Civil and Political Rights (ICCPR) to criminalize homosexuality. Yet many nations, like Uganda, continue to ignore this finding. In Exercise 4, we will jump into prominent federal and state laws in the United States as they relate to LGBTQ issues. But LGBTQ experiences even in the United States vary widely depending upon the state, city, or small community an LGBTQ person lives in, how visibly queer they are, and who has the power in various branches of government. • Consider the UDHR above. In your experience and with your knowledge of the US, do you believe that people within our country have all of these UDHR Rights? Take a moment to research the hate incidents reported on the Southern Poverty Law Center (SPLC) website: www.splcenter.org/fighting-hate/hate-incidents. • You can search terms here like “LGBT or gay or transgender” to find incidents. Did anything surprise you in your findings in terms of geography, race, age, or other factors in these incidents?

FRAMELINE YOUTH IN MOTION | 22 ACTION #3: Helping Our International Brothers and Sisters  Adapted from “Call Me Kuchu: A Discussion Guide for Activists” Watching this film can stir up a mix of emotions, including the desire to make a difference. Your GSA can make an impact!

FIRST, BRAINSTORM: • What have you gained from watching the film and from the discussion? • What actions are being taken for the human rights of LGBTQ people in Uganda? How can you support these actions? (You can refer to page 41 which features a list of international organizations doing work in LGBTQ rights.) • What do you think activists and organizations in Uganda may need? Money? EXERCISE 3 & ACTION 3 ACTION EXERCISE 3 & Help raising awareness about issues? What access to power do you have that you can leverage to stand in solidarity with Ugandans? • How can you use what you learned in the film to help inspire movements in your own community? • Who else might benefit from seeing this film? How can you use this film as an educational tool for others?

SECOND, CONSIDER: It is crucial you follow the lead of Ugandan activists and organizations who are already doing the work of liberating LGBTQ Ugandans. Make sure your GSA is clear on how to help without attempting to take over. (Please see page 30 which briefly covers the history of colonization in Uganda and other nations.) Remember you are there to support while Ugandans lead. Consider the following questions: • What does it mean to be an ally? How can you center others in your work as an ally? • In what ways is it important to follow the guidance of local activists? What would be the risks of not doing so? • How can you use (www.amnestyusa.org) to keep up with the actions and needs of local activists?

FINALLY, MAKE A CONCRETE PLAN: Once you’ve discussed options, make a plan with your GSA. You can help stimulate action by doing the following: Ask the audience to think about at least one action they will take based on what they learned from the film. Solicit responses in one of three ways, depending on the size of the group: • Ask each participant to state one action they will take. Go around the room so that everyone shares. • Hand out small cards or paper and ask each person to write down what they commit to do. Ask for volunteers to read what they wrote. Then ask the participants to post the piece of paper in a visible place when they go home as a reminder. • Ask participants to form small groups of 2-4 people and have them brainstorm for 5-7 minutes on key actions. Then ask for volunteers to report out to the larger group.

FRAMELINE YOUTH IN MOTION | 23 LGBTQ Court Cases in the U.S.

READING FOR EXERCISES 4A & 4B Call Me Kuchu told the story of one group of LGBTQ activists fighting to stop the hateful and inaccurate news stories by the media. “Outings” published by the Ugandan newspaper Rolling Stone fueled the anti-gay sentiments in the country which ultimately led to the murder of David Kato.

Throughout the film, we see court proceedings taking place. For Exercise 4, we are delving into the court cases here in the U.S. that have either upheld anti-gay laws and practices or overturned them over the past 50 years. Below are a few of those cases.

Scott v. Macy (1965) Bowers v. Hardwick (1986) In Scott v. Macy the DC Circuit Court ruled that the The United States Supreme court declared that US Civil Service Commission could disqualify a job Georgia’s , which criminalized anal

EXERCISE 4 & ACTION 4 ACTION EXERCISE 4 & applicant if they believed the applicant to have and oral sex between consenting adults, was engaged in “immoral conduct,” which at the time constitutional. This law was later overturned in 2003 was code for “homosexual behavior.” by Lawrence v. Texas.

Aaron Frick v. Richard B. Lynch (1980) Bottoms v. Bottoms (1993) High school student Aaron Fricke asked classmate Sharon Lynne Bottoms, a divorced mother of a Paul Gilbert to the prom, and Paul said yes. However, two-year old, began a relationship with a woman. Paul’s principal would not allow the two to attend In March 1993, Pamela Kay Bottoms, Sharon’s mother, prom together. Fricke sued his principal, and the filed a petition in the juvenile court of Henrico County, United States District Court for the District of Rhode Virginia to obtain custody of her grandson on the Island ruled that students must be allowed to go to grounds that he was living in an environment that Prom with the date of their choice. was harmful to his mental and physical well-being. The grandmother was granted custody. In September Adams v. Howerton (1982) 1993, a Henrico Circuit Court judge upheld the Richard Adams and Tony Sullivan married after original ruling, calling the lesbian relationship Sullivan’s visa expired so that the couple could stay between Bottoms and Wade “illegal” and “immoral,” together in the United States. Once married, Adams which made Bottoms an “unfit parent.” petitioned the Immigration and Naturalization Service (INS) to classify Sullivan as his spouse, which Romer v. Evans (1996) would make Sullivan eligible to live in the United In a 6–3 decision, The Supreme Court struck down States permanently. The INS denied the petition. The Colorado’s Amendment 2, which denied gays and petition made it all the way to the Court of Appeals lesbians protections against discrimination, calling for the Ninth Circuit, where it was also denied. Their them “special rights.” According to Justice Anthony petition was finally approved in 2016 a little over Kennedy, “We find nothing special in the three years after Adams’s death in 2012. protections Amendment 2 withholds. These protections…constitute ordinary civil life in a free society."

FRAMELINE YOUTH IN MOTION | 24 Boy Scouts of America v. Dale (2000) Grimm v. Gloucester City Sch. Bd. (2014 – current) James Dale, longtime Boy Scout member and The American Civil Liberties Union and the ACLU of assistant Scoutmaster, was dismissed by a New Jersey Virginia filed a lawsuit against the Gloucester County Boy Scouts troop after the troop learned he was School Board for adopting a discriminatory bathroom gay. The United States Supreme Court ruled in a 5-4 policy that segregates transgender students from vote that Boy Scouts of America had a constitutional their peers. The policy bans trans students from right to exclude gay members from its organization communal restrooms and requires them to use because opposition to homosexuality was part of Boy “alternative private” restroom. On April 19, 2016, the Scouts “expressive message.” Because of this ruling, U.S. Court of Appeals for the Fourth Circuit ruled in Boy Scouts had the legal right to prohibit gay men favor of Gavin Grimm, thus affirming that transgender and boys from joining the organization, as well as students have the right to use restrooms that are removing current members who were gay. aligned with their gender identity. On August 3, 2016, The Supreme Court granted an “emergency” stay to Lawrence v. Texas (2003) stop Gavin from using the boys’ restroom at school. The United States Supreme Court struck down the sodomy law in Texas, which had been used to “You don’t see other people’s genitals in the bathroom

EXERCISE 4 & ACTION 4 ACTION EXERCISE 4 & discriminate against and prosecute men who have unless you’re looking, which is inappropriate in and anal sex with men. This decision made sodomy laws in of itself. If an individual was to behave incorrectly in 13 other states invalid, thus making same sex activity the bathroom, their crime would be misconduct in a bathroom, it would not be existing while transgender. legal in all U.S. states and territories. The bottom line is I’m a boy like anybody else.... Macy v. Holder (EEOC 2012) I’m not a freak—my very existence is not a perversion. Mia Macy was a police detective and was denied a I’m just a person who is trying to live his life like position by the Federal Bureau of Alcohol Tobacco anybody else, and that I have to think about my and Firearms (AFT). Macy interviewed for this bathroom usage is unacceptable.” — Gavin Grimm position, and disclosed that she was in the process of transitioning from male to female. Five days Obergefell v. Hodges (2015) Jim Obergefell and John Arthur, a longtime couple later, Macy was told that the position was no longer living in Ohio, wanted to get married. Arthur had been available, but another applicant was hired soon after. diagnosed with amyotrophic lateral sclerosis (ALS), a Macy filed a formal Equal Employment Opportunity disease that progressively takes away a person’s ability Commission (EEOC) complaint, using Title VII of to walk, talk, and breathe, which made marriage an the 1964 Civil Rights Act as the basis for her claim. urgent matter. Same sex marriage was not legal in (Title VII prohibits employer discrimination on the Ohio, so the couple traveled to Baltimore, Maryland basis of sex, race, color, national origin, and religion.) to get married. The state of Ohio did not recognize The EEOC concluded that discrimination against same-sex marriages performed outside the state, transgender people is indeed sex discrimination, and so the couple sued in order to have their marriage that any sort of discrimination against transgender recognized. A few months after they married, Arthur people qualifies as sex discrimination. passed away. Their case made it all the way to The Windsor v. United States (2013) Supreme Court, which decided in Obergefell v. Edith Windsor and Thea Spyer married in Hodges (and three related cases) that the Constitution in 2007 where marriage equality was the law. When guarantees a right to same-sex marriage. Marriage Spyer died in 2009, the state of New York recognized Equality became legal across country. their marriage. However, the IRS denied Windsor use “I wound up in this spot as an accidental activist, of a spousal estate tax exemption because, due to which is to say, because of circumstance. I fell in love section 3 of the (DOMA), with John, and we were together for over 20 years. the federal government did not recognize marriage In the summer of 2013 he was bedridden and dying between gay and lesbian couples. Section 3 of DOMA of ALS. So when the Windsor decision came out that stipulated that legally recognized marriages must struck down part of the Defense of Marriage Act, be between one man and one woman. In 2013, I proposed. All we wanted was simply to get married The Supreme Court declared section 3 of DOMA to and to live out John’s remaining days as husband and be unconstitutional. husband…. We wanted to make our commitment, our promises to each other, public and legal — and we wanted to participate in the institution of marriage, which so many people across the country have been able to do.” — Jim Obergefell

FRAMELINE YOUTH IN MOTION | 25 How Does a Case Get to the Supreme Court? Because only challenged laws make their way through the court system, and even up to the Supreme Court, many of the past, present, and future legislation that impacts LGBTQ lives are unrelated to the Judicial branch of government. They instead are determined by the Legislative Branch or the Executive Branch. However, for Exercise 4, we have highlighted only court cases. In the U.S., cases start as a single person, or group of people, battling against a law that has been created in a city, state, or throughout the country. They can then make their way to the Supreme Court via a combination of State, District, Circuit, and Appellate Courts. See the attached chart for more information. EXERCISE 4 & ACTION 4 ACTION EXERCISE 4 &

Supreme Court of the United States

About 5% Almost 30% come Over 65% come from state courts from federal courts

Decisions can be Rulings can be appealed if they raise a appealed constitutional question

50 State 12 Circuit Courts Supreme Courts Cases involving of Appeals and ambassadors and Court of Appeals for diplomats the Federal Circuit

Cases in which a Further appeal for ruling state is a party by highest court in state

Appeal of rulings by Intermediate district courts and decision ORIGINAL Appellate Courts by independent regulatory JURISDICTION commissions and administrative agencies

Defendant loses and appeals 94 District Courts (in all states and the District of Columbia) State Trial Courts

Cases involving Cases involving state law are tried federal law are tried in in state courts federal district courts

STATE ROUTE FEDERAL ROUTE

FRAMELINE YOUTH IN MOTION | 26 EXERCISE 4A: Interactive Group Timeline of Court Cases  Create a group timeline for your school or organization of these important U.S. court cases over the last 50 years. 1. Have participants find a partner and assign each pair one or more of the court cases. On index cards or oversized post-it notes, write a brief summary of the case including the items below. Encourage participants to conduct additional research if time permits.

DATE OF CASE:

NAMES OF PERSONS INVOLVED:

BRIEF EXPLANATION OF WHAT THE CASE IS ABOUT: EXERCISE 4 & ACTION 4 ACTION EXERCISE 4 &

OUTCOME OF THE CASE:

2. Group facilitator prepares the timeline on large paper or dry erase board.

RULED IN FAVOR OF LGBTQ RIGHTS

1965 | | | | | | | | | | | | | | | 2016

RULED AGAINST LGBTQ RIGHTS

3. As students complete their court case cards, ask them to briefly present their case in chronological order. Have students place the card on the timeline in chronological order. All of these brave plaintiffs, regardless of the outcome, had a role in the forward momentum of the movement. Place the card above the line if the outcome ruled in favor of LGBTQ rights and below if the ruling was against LGBTQ rights.

4. Once all the cases are on the timeline, ask students to look online for quotes from people either directly or indirectly affected by the case. On additional post-it notes, record these quotes and place near the card on the timeline. (There are quotes provided for both Grimm v. Gloucester and Obergefell v. Hodges cases.) Provide time for students to read the quotes and better understand the people who wer a part of history.

FRAMELINE YOUTH IN MOTION | 27 EXERCISE 4B: Letters  Write a letter to any of the plaintiffs from these cases. In your letter, explain that you have been learning about the struggle for LGBTQ rights in Uganda, as well as in the United States. Let them know the importance of their case, regardless of the outcome, in the struggle for LGBTQ rights. Include details from any other relevant cases. Share your letters with others in your group. Exercise 4B Alternative: Write a letter from one plaintiff to another. You can write from the past to the future, the future to the past, present to the past, etc. The letter should reveal some connection between the cases. EXERCISE 4 & ACTION 4 ACTION EXERCISE 4 & ACTION #4: What’s happening in your community?  As evidenced from exercise 4, laws and attitudes about LGBTQ people shift over time. Additionally, laws can vary widely by city or state. Is your local community fighting LGBTQ liberation in congress and the court? Or is your community actively discriminating against LGBTQ community members? Research bills that have been introduced into your city or state legislature, or pending local court cases, that will impact LGBTQ people. Below are areas you may want to consider while doing your research: • LGBTQ workplace discrimination • Bathroom access for transgender people (especially in schools) • “Religious freedom” when concerning public business • Adoption rights for LGBTQ people Discuss your findings as a group, and detail the ways in which the outcomes of proposed legislation and court cases could impact your community.

What can you do about it? Your GSA can demand your community keep an eye on critical court cases and pressure local lawmakers to pass bills in favor of LGBTQ rights. Here are methods you can use to bring attention to important issues:

• Call your congress person/senator. You can take it further by organizing a larger event to mobilize your entire community. Look up your local representative at www.house.gov/ representatives/find.

• Contact local press. Make sure reporters are covering important issues. More publicity can help ensure that important cases and bills are not ignored.

• Use social media to document what is happening. Start conversations on Facebook, , and other social media accounts. Make sure people know about what’s going on, and make sure they’re talking about it. Additionally, you can start a petition at www.unite.gsanetwork.org.

• Show up. Court proceedings are often open to the public. You can pack the court to show your support for LGBTQ people. You can also attend or watch a live stream of state congress in session. Refer to the court/congress website to see when public viewing is allowed. Not allowed inside? You can make signs and participate in the conversation from the outside.

FRAMELINE YOUTH IN MOTION | 28 Colonialism and Its Legacy — The Erasure of LGBTQ People

“The British imposed sodomy laws in . Thousand year-old temples depicting same-sex intimacy were forgotten.”

— Alok Vaid-Menon, (4:51 - 4:56, Gaysians)

“The biggest irony is that homosexuality as a crime was introduced by the West… Britain, where these laws came from, they’ve moved on, they’ve repealed these laws, while here in the ex-colonies, we’re holding on jealously to these draconian laws.”

— Dr. Sylvia Tamale, Professor of Law (36:00 – 36:20, Call Me Kuchu)

The quotes above appear in both of the films in this collection, Call Me Kuchu and Gaysians. The statements happen in a flash in the films, but the historical legacy of colonialism is an important factor to understand when examining LGBTQ history,

EXERCISE 5 & ACTION 5 ACTION EXERCISE 5 & the present day struggles for rights in Uganda and other countries, and the lasting impact of colonial belief systems on formerly colonized lands and peoples. Laws perpetuate ideas of what is “right” and “wrong,” and these legacies remain with formerly colonized countries.

If your class or group doesn’t have a broad history in exploring colonialism, we suggest reading this short background information prior to completing these activities.

FRAMELINE YOUTH IN MOTION | 29 READING FOR EXERCISE 5: COLONIALISM Nearly all Western European Christian countries set out to conquer foreign lands in the Age of Discovery Colonialism of the 15th and 16th centuries, and in the centuries Definition — Oxford English Dictionary: thereafter, including England, France, Portugal, the Netherlands, Spain and others. In the late 19th “The policy or practice of century, attention turned to conquering countries throughout Africa, as well as Southeast Asia. In 1914, acquiring full or partial political Ethiopia and Liberia were the only African countries control over another country, not under formal European control. England, and later Great Britain, was the largest colonizer in occupying it with settlers, and modern history. In 1921, less than 100 years ago, exploiting it economically” the ruled around 500 million people, approximately ¼ of the world’s population. Though most countries gained independence post-WWII EXERCISE 5 & ACTION 5 ACTION EXERCISE 5 & in the second half of the 20th century, seventeen non-self-governing territories (NSGTs) are still under colonial rule. The United States has also colonized various lands and peoples throughout its history, and is currently a colonizer of multiple NSGTs. Colonialism varies in intent and practice, depending upon social factors, economic factors (including trade routes), climate, geographic conditions, race, religion, and other distinguishing factors of lands, indigenous peoples, and the colonizing power’s intent. 1927 poster, British Empire Marketing Board. Library and Archives , Acc. No. 1983-27-382 Copyright expired. collectionscanada.gc.ca COLONIALISM IN INDIA (referenced by Alok, Gaysians) A number of European powers exerted some control over India as early as 1502 when the Portuguese Empire established the first European trading center. Britain formally ruled the Indian subcontinent from 1858 to 1947, in what is known as The . In 1947, the of India became sovereign, later to become the Republic of India.

COLONIALISM IN UGANDA (referenced by Dr. Sylvia Tamale, Call Me Kuchu) The British empire formally colonized Uganda—then known as Buganda—in 1894, declaring the country to be a British territory and protectorate. While local Ugandan leaders continued to govern the country, the British had ultimate power. Uganda gained independence from Britain in 1962.

BEYOND COLONIALISM Of course, neither Indian nor Ugandan history begins with Western rule. Students are encouraged in Exercise 5A to explore the vivid histories of Uganda, India, and other countries, as well as more about the history of LGBTQ people in these lands. The idea of LGBTQ identities as anti-Uganda or anti-Indian discounts the vibrant cultures and histories that existed before colonization.

FRAMELINE YOUTH IN MOTION | 30 EXERCISE 5A: Additional Research  option 1: There is a pattern of demonization of indigenous LGBTQ expression wherever Europeans have colonized. For Activity 5A, research more about the histories of LGBTQ people in Uganda, India, or another country either within the context of, or separate from, colonization. Some resources to start you off include: • Expanded Criminalisation of Homosexuality in Uganda: A Flawed Narrative, report by SMUG www.caladvocacyblog.files.wordpress.com/2014/01/ expanded-criminalisation-of-homosexuality-in-uganda-january-2014.pdf

• If you say being gay is not African, you don’t know your history, The Guardian

EXERCISE 5 & ACTION 5 ACTION EXERCISE 5 & www.theguardian.com/commentisfree/2015/sep/09/being-gay-african-history-homosexuality-christianity

• 21 Varieties of traditional African homosexuality, Erasing 76 Crimes

www.76crimes.com/2014/01/30/21-varieties-of-traditional-african-homosexuality

• Homosexuality is not un-African, Al Jazeera America www.america.aljazeera.com/opinions/2014/4/homosexuality-africamuseveniugandanigeriaethiopia.html

• India Reminded of Its History and Homosexuality, Liberty Voice www.guardianlv.com/2013/12/india-reminded-of-its-history-and-homosexuality

option 2:

• Explore A Map of Gender Diverse Cultures and look at other places in the world that have a pre-colonial history of respect and celebration of gender diversity. www.pbs.org/independentlens/content/two-spirits_map-html/

• You may also visit Youth-in-Motion’s collection on Expanding Gender: Youth Out Front which includes an exercise on comparing three cultures from A Map of Gender Diverse Cultures. www.frameline.org/sites/default/files/Expanding_Gender_Curriculum_and_Action_Guide_YIM2016.pdf#page=19

Activities 5B & 5C delve into the interconnectedness of colonialism and religion in the modern struggle for LGBTQ rights.

FRAMELINE YOUTH IN MOTION | 31 EXERCISE 5B  As Dr. Tamale says, many Western countries now have LGBTQ inclusive laws and protections while countries formerly under Western rule pursue laws that persecute and punish LGBTQ citizens. Western Christian organizations that promote anti-LGBTQ rhetoric and legislation remain connected to these lands as a direct holdover of colonial rule. And while many Western Christian organizations concentrate on providing humanitarian services such as education SMUG (Sexual Minorities and medical assistance, there are notable powerful Uganda) Fights Back outliers who, because of their access to government Due to a United States law leaders, have fueled the fear and hatred. that allows foreigners to sue In Call Me Kuchu, for instance, we see American American citizens who violate Evangelical pastor Lou Engle calling upon Ugandans international laws, the LGBTQ

EXERCISE 5 & ACTION 5 ACTION EXERCISE 5 & to take a stand for “righteousness” and rise up people of Uganda were able to file a federal lawsuit against against the “homosexual agenda.” , an Scott Lively. This case is still attorney and aspiring politician from the U.S., helped going through the courts. to organize these rallies in Uganda. To see a timeline of the case, For this exercise, consider the portion of the film go to: (32:29 – 33:30) in which Lou Engle is speaking. www.ccrjustice.org/home/ what-we-do/our-cases/sexual- • Write down 3-5 adjectives about how his speech minorities-uganda-v-scott-lively made you feel. Do you think your feelings are related to you living in the United States? To your identity as a LGBTQ person or an ally? To your age? Do you think he represents the United States well? Do you think they represents his faith well? • Now using your 3-5 adjectives in sentences, write a personal letter to Lou Engle about how his speech and behavior made you feel.

FRAMELINE YOUTH IN MOTION | 32 EXERCISE 5C  “As Christians, we must learn to accept people who are lesbian, gay, bisexual or trans (LGBT) as children of God. There have always been LGBT people in the Church, and there always will be.”

— Bishop , from Christian Role Models for LGBT Equality

© Bishop Christopher Senyonjo is an ally to the LGBTQ people of C en te r f or Am er Uganda. He was fired from this position because of his views, but ican Progress

EXERCISE 5 & ACTION 5 ACTION EXERCISE 5 & continues to fight for LGBTQ rights today. It is important to acknowledge that there are many faith-based organizations that advocate for LGBTQ rights. Even though the doctrine and leadership of some religions may continue to have anti-LGBTQ policies and practices, there are some faith-based organizations within these religions that fight for LGBTQ rights.

FOR DISCUSSION: Though this is just a starting point, in all of the Believe Out Loud organizations listed at right, progressive members www.believeoutloud.com/ of the religion are able to both be followers and/or background/christianity-and- -equality members of religions, while not accepting all tenets.

Visit the websites listed and have students Muslims for report back to the group on each organization’s Progressive Values stated beliefs and history. www.mpvusa.org

Gay & Lesbian Vaishnava Association www.galva108.org

KESHET www.keshetonline.org

FRAMELINE YOUTH IN MOTION | 33 ACTION #5: Battling Otherness and Fear  Think about those who are in direct opposition to David Kato and other progressive Ugandans in Call Me Kuchu such as newspaper editor Gilles or the politician, Bahati. Each of these men gives the impression he genuinely believes LGBTQ people are evil. Additionally, both men stand to gain politically or commercially by pushing an anti-LGBTQ agenda. For example, for Gilles, speaking hatefully about LGBTQ people sells papers; for Bahati it draws more attention to him as a first-time member of parliament. Do you believe that these men wield fear of LGBTQ people for their own personal gain? Thinking outside of Uganda, where else are individuals/political parties are using fear of LGBTQ people, immigrants, muslims, or other marginalized communities for personal/political gain? Can you think of examples of this in the United States? How can you respond to people who may support discrimination as a means to gain

EXERCISE 5 & ACTION 5 ACTION EXERCISE 5 & personally or professionally themselves? For Action #5, consider a prominent figure in the US who is working against LGBTQ rights, or the rights of another marginalized community, and stands to gain financially or politically from their bias. This person can be a politician, a media pundit, a businessperson, a celebrity, or someone else on the national stage. Devise a grassroots strategy to bring attention to their platform, and to get a response from them about their discriminatory actions. Some strategies to consider: • Start a twitter campaign detailing their harmful, bigoted actions. Use a hashtag to encourage others to join. • Flood their phonelines with messages, overwhelm their mailboxes with letters, and jam their inboxes with emails. Let them know everyone is watching their next move. • Organize a boycott of businesses their businesses or businesses that support this person. • Join others in protest marches against the discrimination of marginalized people

FRAMELINE YOUTH IN MOTION | 34 Bridging the Gap

Over 42 million people, 13.3% of the US population, is made up of first generation immigrants. In the film Gaysians, we meet the children of immigrants from Asian countries. In this short documentary, five LGBTQ Asian-American subjects grapple with the perceived and/or real expectations of their immigrant parents and discuss their intersecting identities as both LGBTQ and Asian-American.

BEFORE JUMPING IN: Some key terms mentioned in the film are necessary to this exercise are defined below. All definitions are from the Oxford English Dictionary unless otherwise noted.

• Assimilate/Assimilation: Absorb and integrate (people, ideas, or culture) into a wider society or culture / Become absorbed and integrated into a society or culture.

• Asylum: Protection given by a government to someone who has left another country in order to escape being harmed.

• Diaspora: The dispersion or spread of any people from their original homeland.

• Immigrate/Immigration: EXERCISE 6 & ACTION 6 ACTION EXERCISE 6 & Come to live permanently in a foreign country.

• Intergenerational Trauma: Refers to the cumulative emotional and psychological wounding of an individual and subsequent generations caused by a traumatic experience or event, such as witnessing or directly experiencing war, sexual abuse, poverty or domestic violence. (Definition from Wikipedia)

• Intersectionality: The interconnected nature of social categorizations such as race, class, and gender as they apply to a given individual or group, regarded as creating overlapping and interdependent systems of discrimination or disadvantage.

FRAMELINE YOUTH IN MOTION | 35 EXERCISE 6  Watch the film Gaysians and read the quotes below from the five people featured in the film; Joanne, Alok, Kevin, Suma and Deen. Consider the way in which each person speaks of American culture and the way they speak of the Asian culture of their parents and relatives. Also consider your own family, school, city, birth country, or other cultural norms, as well as intersectionality in your own life as related to your race, religion, gender, sexuality, socioeconomic background, etc. Choose a subject from Gaysians and write an email to them, based on their quote below, or other quotes in the film that you remember. Respond by talking about something that surprised you about them, or by adding your own personal experience. Be sure to mention at least one of the defined terms above (Immigrate, Assimilate, Asylum, Diaspora, Intersectionality and Intergenerational Trauma) in your email. EXERCISE 6 & ACTION 6 ACTION EXERCISE 6 &

JOANNE: “I think I can understand my parents because I believe that they are driven by what they know. And what they know is thousands of years of culture that they lived … But I didn’t grow up there. And they wanted me to acclimate to America. So, I don’t know what they thought they were going to get as their outcome.”

ALOK: “DarkMatter does a workshop where we talk about how to carry our moms into our revolutionary work. Because we notice the ways in which a lot of white queer radicalism works is you just leave your family and then what. But I know that in my culture as soon as my mom can’t take care of herself, she’s going to move in with me. And that’s something I’m going to have to think about my entire life is the contradiction of living in a queer people of color separatist commune and then having my mom come and move in with me. Like how can I live in that contradiction, and know that that is so central to my politics that actually some of the most radical work I’ll be doing is living with my mom when I’m older and finding ways to communicate this life to her.”

KEVIN: I’ve really been thinking a lot more about, I guess like, well if I were to come out to my parents, what would I say? Like I usually speak to them in Cantonese. And I do know how to say “gay” in Cantonese, but it would seem strange. Like in my head when I sound that out it sounds weird and clunky and then when I think about telling them in English, that feels weird, too because– I think there’s a huge gap there, like a gap that should be appreciated and not necessarily tampered with so quickly.

SUMA: It helps that I have models in my family, like through some of my cousins who’ve married non-Indians that this is a route they’ve taken. Yes, I’m gay and that makes it different in many ways, but it’s similar in the sense that they’ve married outside the culture. And I think we’ll try our best to instill Indian culture in our kids. Yeah I would love to do that. But yeah, of course things are going to get lost. But I think it’s the nature of being an immigrant, or being a child of an immigrant, and just generationally, that being diluted, for better or worse.

DEEN: And the interesting thing was, I can sometimes think “Oh my god, I am like the cause of all the disaster in my family. I’m the queer. I’m the trans guy. I’m the one who makes everything miserable.” And actually, this whole family has had drama that precedes for generations, and I am such a small part of this drama that I’m actually kind of a meaningless part of this drama. That this goes back to my mom and her siblings and then their parents and then those siblings. I think I had carried around all this time that I am the huge shame of my family and going to India was realizing “Oh no, there’s so much drama, and really it has not that much to do with you.”

FRAMELINE YOUTH IN MOTION | 36 ACTION #6: Video/Oral History Project  From Gaysians director Vicky Du: “Gaysians was born from the silence surrounding my sexuality in my family. I wanted to understand what the relationships were like between fellow queer and trans Asian-Americans and their families, so I asked them. I showed up at people’s homes with a camera and a list of questions, and I had some of the most transformative conversations that way. I learned how asking EXERCISE 6 & ACTION 6 ACTION EXERCISE 6 & someone to share their story with me not only illuminated the conscious and unconscious biases I carried, but also revealed the other person as a full and complex human being. Sharing the film has been a gift because I’ve been able to impart that transformative experience to others.”

Consider the resources you have at your disposal and work alone, or in a group, to sit down with someone in your life who you don’t know very well and ask them a few questions. If possible, record the answers on video or audio. • Consider aspects of identity and experience that you respect and would like to learn more about. Whether you choose a grandparent, a fellow student, a teacher, or someone else you have always wanted to know more about, record their story, and then share what you learned with the group. What did you have in common with that person? What was different? Did anything surprise you? • Present your audio/video to the class, or report on your conversation. Once you have heard others, consider if the questions you asked were different from those others asked in other students’ videos? Why do you think that is?

FRAMELINE YOUTH IN MOTION | 37 HOW TO HOST A SCREENING Once you have watched the films in this collection with your GSA, think about screening one or more films in a larger setting, and the impact that this kind of experience can have.

Here’s a checklist of things you’ll want to consider when planning a film screening or event:

` Goals: ` Film Selection: What do you want your screening to achieve? The films in this collection are educational Who is your target audience? Do you want to copies with public performance rights influence students, teachers, or parents? Do included, allowing you to host as many you want to have a social event to bring in admission-free screenings of the film, or any new members to your group? Do you want to other Youth in Motion films, that you would accept donations from viewers as a fundraiser like for the life of the DVD. However, films for human rights movements local or global? appearing on Netflix, iTunes, or even standard DVDs don’t generally come with these rights ` Where & When: included. Be sure to consider this as you move Decide where and when to hold a screening, ahead with a screening. You can track down based on your goals. Some ideas include: public performance rights to most films by GSA meetings, LGBTQ centers or other looking up the rights holder information for community/youth centers, classrooms or the film on www.imdb.com. school assemblies, PTA meetings, lunchtime/ after-school event, churches, synagogues, and ` Talk-Back: temples, and conferences. Remember to plan How can you engage the audience to ahead so you can be sure to reserve a venue increase the impact of the film? Consider or get on the agenda for an event! inviting guest speakers for a post-screening panel. Or select GSA members to lead a ` Equipment: discussion afterwards in small groups. How are you going to show the film? Does the venue come with a television or ` Advertise: projector, DVD player, and speakers? Market the event, using whatever works best You may want to test the equipment a day at your school (flyers, PA announcements, before the event to make sure it works. social media). Be transparent about the type of event and films, and the benefits to your ` Co-sponsors: audience of diversity and cultural exposure. Ask other school clubs or local organizations to co-sponsor the event. This can help build ` Refreshments: How to Host a Screening or Event How to Host a Screening community and allies, expose people to new Providing popcorn or other refreshments is a resources, and will increase the likelihood of good way to help turn out an audience! a good turnout. Ideas for co-sponsors include: identity-based student groups at your school, such as Black Student Unions, Chicano/Latino or Asian-American organizations, etc., local LGBTQ organizations or community centers, and film clubs.

FRAMELINE YOUTH IN MOTION | 38 HOST AN EVENT Being an activist is a tough job requiring labor, dedication, and passion. It is important, in the midst of all your hard work, to take the time to honor one another! The subjects in Call Me Kuchu worked tirelessly to change the laws and attitudes of the people in their country, but they also took breaks to celebrate

continued the beauty and joy of creating queer family and being with one another, as shown in their annual Ms. Kuchu pageant.

` Consider hosting a pageant, drag show, talent ` Please keep in mind that the name “Ms. Kuchu” show, dance, or other event so that you and is a term only to be used by Ugandans. It is your friends can celebrate one another. This important that your GSA does not coopt this can be a non-competitive event where you name. Consider instead naming your event simply get together in your favorite outfits, “Rainbow Celebration” or another name take photos, eat some snacks, and dance. How that is appropriate for your group. you celebrate is entirely up to you, but it is important you take the time to do so.

WHAT IF OUR EVENT ELICITS ORGANIZED OPPOSITION?

It’s important to be prepared both emotionally and strategically for this possibility.

` Talk about this as a group as you plan a ` Do not be afraid to use the media to raise screening, and make sure to work with your further awareness of the value of addressing GSA Advisor and other allied/supportive LGBTQ identities if the movie screening adults. If you are screening the film on school does elicit anti-LGBTQ responses. Contact

How to Host a Screening or Event How to Host a Screening property, be sure to follow all guidelines your school paper or radio station, or your set out by your school district. community media outlets and ask them to cover the controversy and share your story. ` Make sure that you all have a plan in place in Media coverage can help raise awareness the event your GSA receives pushback from about the film, about the subject, and about school or your community. There have been the harmful effects of anti-LGBTQ bias. instances in communities across the country where screenings of movies discussing LGBTQ ` Contact GSA Network (www.gsanetwork.org) topics have been picketed or protested. to get sample press releases, media tips and further support.

FRAMELINE YOUTH IN MOTION | 39 FILM RESOURCES • Gay Straight Alliances: Creating Safer Schools for LGBT Students and Their Allies LEARN MORE ABOUT THE FILMS This report examines GLSEN’s current research IN THIS COLLECTION on GSAs and highlights major findings regarding • Call Me Kuchu school safety, access to education, academic achievement for LGBT students, and student » www.callmekuchu.com access to GSAs in school. • Gaysians » www.glsen.org/learn/reasearch/national/ » www.vickydu.com/gaysians gsa-brief

OTHER FILM RESOURCES • Gender Spectrum Education & Training Resources -based organization that provides • Frameline Voices education, resources, and training to help create The Frameline Voices platform highlights a new a more gender- sensitive and supportive film every month, showcasing free LGBTQ films environment for all people, including trans and with an emphasis on stories by and about people gender expansive youth. of color, transgender people, youth, and elders » www.genderspectrum.org » youtube.com/Frameline • GLSEN GSA Resources • They Will Say We Are Not Here GLSEN provides GSA Advisors with activities and “They Will Say We Are Not Here” is a student actions, and guides for making your GSA New York Times Op Doc about Call Me Kuchu, more inclusive of all people. featuring additional film footage not shown in the feature length. » www.glsen.org/participate/student-action/gsa » nytimes.com/2012/01/26/opinion/ • GLSEN Educator Resources they-will-say-we-are-not-here.html GLSEN provides educators with lesson plans, LGBT-inclusive curriculum, and guides to help K-12 teachers create inclusive learning environments. » www.glsen.org/educate/resources EDUCATOR RESOURCES • GSA Advisor Handbook • Call Me Kuchu: A Discussion Guide for Activists A comprehensive guide to aid GSA advisors in This guide is intended to accompany screenings of creating strategies to empower youth leaders. Call Me Kuchu in a variety of contexts. The goal is to provide a tool that empowers activists to stimulate » www.gsanetwork.org/advisor-handbook meaningful dialogue and action regarding the • Hayward Unified School District challenges facing LGBTQ people, particularly in Safe and Inclusive Schools Program (HUSD) sub-Saharan Africa. A collection of lesson plans for educators in » www.callmekuchu.com/act elementary, middle and high schools working to create inclusive and affirming environments • DC Public Schools Transgender and for their students. Gender Nonconforming Policy Guidance The DCPS Transgender and Gender-Nonconforming » www.husd.k12.ca.us/SISBP1 Policy Guidance is a tool for schools, parents, • Implementing Lessons That Matter and students to effectively navigate existing laws, GSA Network’s document examines the regulations, and policies that support transgender effectiveness of inclusive LGBTQ curriculum, and gender-expansive students. and is useful for building a coalition with » dcps.dc.gov/publication/dcps-transgender-and- administrators, parents, teachers, and students. gender-non-conforming-policy-guidance » www.gsanetwork.org/news/ new-research-reveals-paths- implementing-lgbtq-inclusive-lessons/010913

FRAMELINE YOUTH IN MOTION | 40 • Respect Online Course YOUTH RESOURCES Respect Online Course is a free self paced training module created by the American Psychological • Children of Lesbians and Gays Everywhere Association that aims at educating school staff on (COLAGE) health outcomes for their LGBTQ students. COLAGE is a national movement of children, continued youth, and adults with one or more LGBTQ parents. » www.apa.org/pi/lgbt/programs/safe-supportive/ training/respect-online-course.aspx » www.colage.org

• RFK Center Defenders Curriculum • Trans Lifeline The Robert K. Kennedy Center is led by a group of Trans Lifeline is a non-profit dedicated to the experts and advocates passionate about realizing well-being of transgender people. This is a

Resources Robert F. Kennedy’s dream of a more just and free helpline run by transgender and gender peaceful world. They’ve created curriculum that non-conforming volunteers. focuses on the work of Human Rights Leaders from » www.translifeline.org across the globe, thus giving teachers the tools to educate their students about various human rights • issues affecting people all over the world. If you or someone you know is a victim of bullying, reach out to The Trevor Project, a 24-hour national » www.rfkcenter.org/what-we-do/ speak-truth-power/defenders-curriculum help-line for gay and questioning teens. » www.thetrevorproject.org • Safe Schools Coalition An international public-private partnership in support • TRUTH of LGBTQ youth that is working to help schools TRUTH is a national trans and gender nonconforming become safe places where every family can belong, youth storytelling campaign that aims to build where every educator can teach, and where every empathy, understanding, and a movement for youth child can learn. to share their stories in their own words and in » www.safeschoolscoalition.org their own way. » www.transgenderlawcenter.org/programs/truth • Safe and Supportive Schools Project (SSSP) The SSSP promotes the establishment of safe and supportive environments for middle and high school students as an approach for preventing HIV and other INTERNATIONAL sexually transmitted infections among adolescents. ORGANIZATIONS & RESOURCES SSSP can also provide training, professional development, or guidance in implementing lessons. • Amnesty International » email: [email protected] A global movement of more than seven million people campaigning for a world where • San Francisco Unified School District human rights are enjoyed by all. LGBTQ Support Services (SFUSD) » www.amnesty.org Tools, tips and resources provided by SFUSD to support educators in approaching LGBTQ topics • Astraea Lesbian Foundation for Justice in educational settings. The Astraea Lesbian Foundation for Justice is the only » www.healthiersf.org/lgbtq philanthropic organization working exclusively to advance LGBTQI human rights around the globe. • Schools in Transition » www.astraeafoundation.org The American Civil Liberties Union, Gender Spectrum, Human Rights Campaign, National • Center for Lesbian Rights, and National Education Human Rights Watch defends the rights of people Association teamed up to create Schools in Transition, in 90 countries worldwide, spotlighting abuses and a comprehensive guide for supporting Transgender bringing perpetrators to justice. and Gender Expansive youth in K-12 schools. » www.hrw.org/topic/lgbt-rights » www.nclrights.org/schoolsintransition

FRAMELINE YOUTH IN MOTION | 41 • International Lesbian, Gay, Bisexual, Trans and • The Coalition of African Lesbians Intersex Association (ILGA) A regional network of organizations in sub-Saharan ILGA is a worldwide of 1,200 member Africa committed to advancing freedom, justice

continued organizations from 125 countries dedicated to and bodily autonomy for all women on the African achieving equal rights for lesbian, gay, bisexual, continent and beyond. trans and intersex (LGBTI) people. » www.cal.org.za » www.ilga.org • Erasing 76 Crimes blog • Outright Action International (formerly International A blog focused on the human toll of the Gay & Lesbian Human Rights Commission, ILGHRC) anti-LGBTQ laws in 76+ countries, and the Resources Outright Action International is a leading international struggle to repeal them organization dedicated to human rights advocacy on » www.76crimes.com behalf of people who experience discrimination or abuse on the basis of their actual or perceived sexual • Human Rights Awareness & Promotion Forum orientation, gender identity or expression. HRAPF is a non-governmental organization whose » www.outrightinternational.org mission is to promote respect and observance of human rights of marginalized groups. • United Nations Free & Equal Campaign » www.hrapf.org An unprecedented United Nations global public education campaign for lesbian, gay, bisexual and • The Kuchu Times transgender (LGBT) equality. A journalistic multi-media site formed to provide a » www.unfe.org voice for Africa’s Lesbian, Gay, Bisexual, Transgender and Intersex (LGBTI) community. • United Nations Free & Equal » www.kuchutimes.com Global Screening Series A collection of documentaries and narrative • films that explore the lives of LGBTQ people in SMUG is an umbrella non-governmental organization different parts of the world. The films are available based in Kampala, Uganda that advocates for the for non-commercial screenings at UN offices protection and promotion of human rights of lesbian, worldwide for educational purposes. gay, bisexual and transgender Ugandans. » www.unfe.org/en/global-film-series » www.sexualminoritiesuganda.com

• “Speaking Out: Advocacy Experiences and Tools of LGBTI Activists in Sub-Saharan Africa” An Amnesty International publication designed AFRICAN & UGANDAN for use by LGBTI activists, individuals and ORGANIZATIONS & RESOURCES organizations in sub-Saharan Africa, this toolkit • African Sexualities: A Reader is intended to equip activists with key concepts Ed. by Dr. Sylvia Tamale and tools around advocacy. (who is interviewed in Call Me Kuchu). » www.amnesty.org/en/documents/ A groundbreaking book by African activists that AFR01/001/2014/en uses research, life stories, and artistic expression— • Spectrum Uganda essays, poetry, news clips, songs, fiction, letters, Spectrum Uganda provides services, and photographs—to investigate the intersections documentation and advocacy on HIV/AIDS between sex, power, masculinities, and femininities. for queer men in Uganda. • The Center for Constitutional Rights’ website on the » www.spectrumuganda.net “Sexual Minorities Uganda v. Scott Lively” case. Up-to-date information on the ongoing U.S. federal lawsuit brought by Sexual Minorities Uganda and the U.S.-based Center for Constitutional Rights against American evangelical Scott Lively for his role in the persecution of LGBTQ people in Uganda. » www.ccrjustice.org/home/what-we-do/our-cases/ sexual-minorities-uganda-v-scott-lively FRAMELINE YOUTH IN MOTION | 42 RESOURCES FOR EVERYONE • National Center for Transgender Equality Dedicated to advancing the equality of transgender • AIDS.gov people through advocacy, collaboration, and Information from the Federal government about empowerment. HIV/AIDS prevention, testing, treatment, research, and

continued » www.nctequality.org using new media in response to HIV/AIDS. » www.aids.gov • The National Queer Asian Pacific Islander Alliance NQAPIA is a federation of LGBT Asian American, • American Civil Liberties Union (ACLU) South Asian, Southeast Asian, and Pacific Islander Works in the courts, legislatures, and communities to (AAPI) organizations seeking to build the defend and preserve the individual rights and liberties organizational capacity of local LGBT AAPI groups, guaranteed to all people in the United States by the Resources develop leadership, promote visibility, educate our Constitution. community, enhance grassroots organizing, expand » www.aclu.org collaborations, and challenge homophobia and racism. • GLAAD Dedicated to promoting and ensuring fair, accurate, » www.nqapia.org/wpp and inclusive representation of people and events in • Parents, Families & Friends of the media as a means of eliminating discrimination Lesbians and Gays (PFLAG) based on gender identity and sexual orientation. A national chapter-based organization of family » www.glaad.org members and friends of LGBTQ people. • GLSEN » www..org GLSEN strives to assure that each member of every • Planned Parenthood school community is valued and respected regardless Dedicated to improving the sexual health and well of sexual orientation or gender identity/expression. being of individuals and families everywhere through » www.glsen.org providing high-quality, affordable healthcare and comprehensive sex education. • GSA Network GSA Network is a next-generation LGBTQ racial and » www.plannedparenthood.org gender justice organization that empowers and trains • Sylvia Rivera Law Project queer, trans and allied youth leaders to advocate, Founded on the understanding that gender self- organize, and mobilize an intersectional movement determination is inextricably intertwined with racial, for safer schools and healthier communities. social and economic justice, SRLP works to improve » www.gsanetwork.org access to respectful and affirming social, health, and legal services for transgender communities. • Gender Spectrum Gender Spectrum helps to create gender sensitive » www.srlp.org and inclusive environments for all children and • TransActive teens. They have resources for youth, parents, An internationally recognized nonprofit that provides and educators. services particular to the needs of transgender and » www.genderspectrum.org gender nonconforming youth, their families and allies. • Lambda Legal » www.transactiveonline.org Oldest national organization pursuing high-impact • Transgender Law Center litigation, education, and advocacy on behalf of California’s first statewide transgender legal LGBTQ people and people with HIV. organization, specializing in individualized legal » www.lambdalegal.org information, and advocacy materials, and transformative public policy work. • National Center for Lesbian Rights (NCLR) » www.transgenderlawcenter.org A non-profit, public interest law firm that litigates precedent-setting cases, advocates for equitable public policies affecting the LGBTQ community, provides free legal assistance, and conducts community education. » www.nclrights.org

FRAMELINE YOUTH IN MOTION | 43 This Youth In Motion Curriculum Guide and Action Guide was YOUTH IN MOTION IS developed by Patrick Hurley and Steven Kahl and edited by FUNDED IN PART THROUGH THE GENEROUS Frameline staff and partner organizations. SUPPORT OF:

About Youth In Motion Since 2008, Youth In Motion has provided free LGBTQ themed movies, with accompanying curricula and action guides, to student clubs and educators in middle and high schools. Tens of thousands of students in more than 1000 schools across the nation have received films over the past nine years. Youth In Motion gives student activists, educators, and parents the interactive tools to educate peers about LGBTQ James C. Hormel & history and culture (and have fun doing it!) We believe that an inclusive Michael P. Nguyen curriculum is one step to creating truly safe and welcoming schools. The Hurst Family Fund

About Frameline Founded in 1977, Frameline’s mission is to change the world through the power of queer cinema. Frameline is the nation’s only nonprofit WITH ADDITIONAL organization solely dedicated to the distribution, promotion, funding SUPPORT PROVIDED BY:

Acknowledgements and exhibition of lesbian, gay, bisexual, and transgender media arts. Inherent in all of Frameline’s work is the belief that diverse representations of LGBTQ life can challenge preconceived ideas and stereotypes of our community and in the process educate audiences and build awareness of human rights.

SPECIAL THANKS FRAMELINE STAFF

A special thanks to the • Desiree Buford following individuals • TJ Busse and organizations for their assistance: • Jon Carroll

• David Donahue • Taylor J. Hodges

• Vicky Du • Reena Karia

• Katherine Fairfax Wright • Mariana Lopez

• GLAAD • Michael Raible

• GLSEN • Frances Wallace

• GSA Network • David Warczak

• Kevin Schaub • Alexis Whitham

• Ilona Turner

• Julie Ann Yuen

• Malika Zouhali-Worrall

™

FRAMELINE YOUTH IN MOTION | 44 Forty-five states have adopted the Common Core State Standards for English Language Arts. Many of the activities in the Youth in Motion units allow for students to develop “the capacities of the literate individual” as described by the authors of the CCSS. The chart below describes which activities in the curriculum allow for students to practice these skills and shift in mindset. Students who are college and career ready in Reading, Writing, Speaking, Listening and Language can exhibit the following:

COMMON CORE CAPACITY

They respond They used 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

Exercise 1A • • • • • • •

Exercise 1B • •

Action 1 • • • • • • •

Exercise 2 • • • • • • •

Action 2 • • • • • • •

Exercise 3A • • • • • • • Common Core Standards Core Common Exercise 3B • • • •

Exercise 3C • • • • •

Action 3 • • • •

Exercise 4A • • • • • • •

Exercise 4B • • • •

Action 4 • • • • • • •

Exercise 5A • • • • •

Exercise 5B • • • •

Exercise 5C • • • • •

Action 5 • • • •

Exercise 6 • • • • • •

Action 6 • • • •

FRAMELINE YOUTH IN MOTION | 45